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Wolfgang Weidermann; Keith C. Herman; Wendy Reinke; Alexander von Eye – Grantee Submission, 2022
Although variable-oriented analyses are dominant in developmental psychopathology, researchers have championed a person-oriented approach that focuses on the individual as a totality. This view has methodological implications and various person-oriented methods have been developed to test person-oriented hypotheses. Configural frequency analysis…
Descriptors: Student Behavior, Behavior Patterns, Monte Carlo Methods, Statistical Analysis
Nicula, Bogdan; Dascalu, Mihai; Newton, Natalie; Orcutt, Ellen; McNamara, Danielle S. – Grantee Submission, 2021
The ability to automatically assess the quality of paraphrases can be very useful for facilitating literacy skills and providing timely feedback to learners. Our aim is twofold: a) to automatically evaluate the quality of paraphrases across four dimensions: lexical similarity, syntactic similarity, semantic similarity and paraphrase quality, and…
Descriptors: Phrase Structure, Networks, Semantics, Feedback (Response)
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Dorie, Vincent; Perrett, George; Hill, Jennifer L.; Goodrich, Benjamin – Grantee Submission, 2022
A wide range of machine-learning-based approaches have been developed in the past decade, increasing our ability to accurately model nonlinear and nonadditive response surfaces. This has improved performance for inferential tasks such as estimating average treatment effects in situations where standard parametric models may not fit the data well.…
Descriptors: Statistical Inference, Causal Models, Artificial Intelligence, Data Analysis
Prihar, Ethan; Haim, Aaron; Sales, Adam; Heffernan, Neil – Grantee Submission, 2022
Personalized learning stems from the idea that students benefit from instructional material tailored to their needs. Many online learning platforms purport to implement some form of personalized learning, often through on-demand tutoring or self-paced instruction, but to our knowledge none have a way to automatically explore for specific…
Descriptors: Individualized Instruction, Educational Technology, Technology Uses in Education, Electronic Learning
Nicula, Bogdan; Dascalu, Mihai; Newton, Natalie N.; Orcutt, Ellen; McNamara, Danielle S. – Grantee Submission, 2021
Learning to paraphrase supports both writing ability and reading comprehension, particularly for less skilled learners. As such, educational tools that integrate automated evaluations of paraphrases can be used to provide timely feedback to enhance learner paraphrasing skills more efficiently and effectively. Paraphrase identification is a popular…
Descriptors: Computational Linguistics, Feedback (Response), Classification, Learning Processes