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Showing 1 to 15 of 844 results Save | Export
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List, Alexandra; Du, Hongcui; Lee, Hye Yeon – Discourse Processes: A Multidisciplinary Journal, 2021
When using the Internet to learn about complex topics or issues, students often encounter information that is both complementary and conflicting. Building on prior work identifying differences in how students reason about multiple conflicting texts, we examine students' connection formation and summative conceptualization of texts systematically…
Descriptors: Conflict, Concept Formation, Reliability, Knowledge Representation
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Wang, Jie; Wu, Ka Chun; Mo, Jianhong; Wong, Wai Leung; Siu, Tik Sze Carrey; McBride, Catherine; Chung, Kevin Kien Hoa; Wong, Patrick C. M.; Maurer, Urs – Developmental Science, 2021
A form-preparation task in the language production field was adopted to examine output phonological representations in Chinese dyslexia and their susceptibility to training. Forty-one Chinese children with dyslexia (7-11 years old) and 36 chronological age controls completed this task. The controls demonstrated a marginally significant syllable…
Descriptors: Foreign Countries, Children, Dyslexia, Chinese
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Pahome, Daniela – Romanian Review of Geographical Education, 2021
International research in the field of education focuses on the approach and use of mental knowledge-related mechanisms. In the educational research in Romania, we see the absence of studies focused on revision, analysis, and summary of the literature on the concept of representation and a shortage of studies tackling issues concerning creation of…
Descriptors: Teacher Attitudes, Elementary School Teachers, College Faculty, Knowledge Representation
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Speed, Laura J.; Chen, Jidong; Huettig, Falk; Majid, Asifa – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Do we structure object-related conceptual information according to real-world sensorimotor experience, or can it also be shaped by linguistic information? This study investigates whether a feature of language coded in grammar--numeral classifiers--affects the conceptual representation of objects. We compared speakers of Mandarin (a classifier…
Descriptors: Classification, Knowledge Representation, Mandarin Chinese, Indo European Languages
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Gamliel, Eyal; Kreiner, Hamutal – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Attribute-framing bias reflects people's tendency to evaluate positively framed objects more favorably than the same objects framed negatively. Most theoretical accounts of this bias emphasized the role of positive- and negative-framing valence in the message, disregarding the quantitative information that typically accompanies it. To examine the…
Descriptors: Attribution Theory, Bias, Cognitive Processes, Knowledge Representation
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Grubišic, Ani; Žitko, Branko; Stankov, Slavomir – Journal of Technology and Science Education, 2020
In intelligent e-learning systems that adapt a learning and teaching process to student knowledge, it is important to adapt the system as quickly as possible. However, adaptation is not possible until the student model is initialized. In this paper, a new approach to student model initialization using domain knowledge representative subset is…
Descriptors: Electronic Learning, Educational Technology, Models, Intelligent Tutoring Systems
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Menon, Pratibha; Kovalchick, Lisa – Information Systems Education Journal, 2020
Concept mapping, a tool originally developed to facilitate student learning by organizing and visualizing key concepts and their relationships, can also be used to represent the composition of the knowledge contained in a course. In this paper, the authors describe a specific application of concept mapping to help instructors and students…
Descriptors: Concept Mapping, Introductory Courses, Programming, Computer Science Education
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Derman, Aysegül; Ebenezer, Jazlin – Research in Science Education, 2020
The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service teachers' cognitive structures. The study took place in an introductory general chemistry laboratory course in a four-year teacher education program. Multiple knowledge…
Descriptors: Elementary School Students, Preservice Teachers, Cognitive Structures, Chemistry
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Johnson-Glauch, Nicole; Choi, Dong San; Herman, Geoffrey – Journal of Engineering Education, 2020
Background: Engineering students commonly learn domain knowledge by engaging with visual representations of it. However, at times they have trouble accessing information from these representations due to the way information is encoded in features of the representation. Purpose: To describe how students engage with representation features, we…
Descriptors: Engineering Education, College Students, Problem Solving, Knowledge Level
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Kozarova, Nina; Duchovicova, Jana – European Journal of Contemporary Education, 2020
Thinking is the essence of human existence, unquestionably the highest product of human evolution. Yet it is not possible to convey coherently to students the sum and attainment of all humanity's knowledge. Students would be incapable of absorbing such an enormous quantity of knowledge (corresponding to current developments in individual academic…
Descriptors: Instructional Materials, Knowledge Representation, Concept Mapping, Constructivism (Learning)
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Nitchot, Athitaya; Wettayaprasit, Wiphada; Gilbert, Lester – E-Learning and Digital Media, 2019
The aim of this research is to introduce a method of constructing knowledge structures which represent the relationships among the knowledge items in a pedagogically useful way. A prototype, "MyTeLeMap," was implemented to support both learners and instructors. Learners could visualize the knowledge structures of different knowledge…
Descriptors: Individualized Instruction, Visualization, Learning Processes, Cognitive Structures
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Pakdaman-Savoji, Azar; Nesbit, John Cale; Gajdamaschko, Natalia – Australasian Journal of Educational Technology, 2019
The term "cognitive tool" has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and…
Descriptors: Educational Technology, Cognitive Development, Psychology, Computer Uses in Education
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Sennott, Samuel C.; Akagi, Linda; Lee, Mary; Rhodes, Anthony – Topics in Language Disorders, 2019
Artificially intelligent tools have given us the capability to use technology to address ever more complex challenges. What are the capabilities, challenges, and hazards of incorporating and developing this technology for augmentative and alternative communication (AAC)? "Artificial intelligence" (AI) can be defined as the capability of…
Descriptors: Augmentative and Alternative Communication, Artificial Intelligence, Knowledge Representation, Thinking Skills
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Eriksson, Urban – Physical Review Physics Education Research, 2019
This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: "reading the sky," a broad description…
Descriptors: Astronomy, Intellectual Disciplines, Competency Based Education, Learning Strategies
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Xie, Ying; Lin, Shu-Yuan – Interactive Learning Environments, 2019
This study reports the effects of using word clouds to support students' knowledge integration from online inquiry as demonstrated by blog posts, tags and concept maps. Fifty-four undergraduate students from a medium-sized university in the northwestern United States were randomly assigned into two groups and blogged for five weeks. To support…
Descriptors: Undergraduate Students, Web Sites, Scaffolding (Teaching Technique), Inquiry
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