ERIC ED393579: Learning Research and Development Center Publications List Update, 1995.

21 Pages·1995·0.43 MB·English

by  ERIC

DOCUMENT RESUME
ED 393 579
PS 024 072
Learning Research and Development Center Publications
TITLE
List Update, 1995.
Pittsburgh Univ., Pa. Learning Research and
INSTITUTION
Development Center.
PUB DATE
95
21p.; For 1985-1991 LRDC Publications List, see ED
NOTE
352 156.
AVAILABLE FROM Publications Office, Room 805, Learning Research and
Development Center, 3939 O'Hara Street, University of
Pittsburgh, Pittsburgh, PA 15260 ($4).
Bibliographies (131)
PUB TYPE
Reference Materials
EDRS PRICE
MF01/PC01 plus Postage.
DESCRIPTORS Academic Education; Annotated Bibliographies; Concept
Formation; Cultural Influences; Developmental
Psychology; Educational Change; *Educational
Research; Educational Technology; Group Dynamics;
*Instruction; Language Acquisition; *Learning;
Memory; *Research and Development; Skill Development;
Special Education; Student Evaluation; Technical
Education; Thinking Skills
*Learning Research and Development Center
IDENTIFIERS
ABSTRACT
This document presents an annotated listing of
articles, conference papers, book chapters, papers, and books
published in 1995 as a result of investigations carried on at the
University of Pittsburgh's Learning Research and Development Center
(LRDC). The publications are organized alphabetically by author and
chronologically within each author's entries. Most references include
an abstract. Entries are also tagged with one or more numbers that
(1) learning
correspond to 19 research topics. Research topics are:
(2) knowledge structures for learning;
and instruction;
(3)
assessment and evaluation; (4) education reform; (5) learning in
school subjects, including math, science, literacy and social
sciences; (6) reasoning and thinking; (7) learning and technology;
(8) group and intergroup processes; (9) memory and learning; (10)
concept acquisition; (11) developmental psychology; (12) language and
communication processes; (13) the nature of skill and expertise; (14)
social and cultural influences on learning; (15) texts, including
comprehension and processing; (16) learning and teaching in the
classroom; (17) learning disabilities and special education; (18)
technical training and work skills; and (19) skill acquisition. The
bibliography is accompanied by ordering information for publications
lists and for publications directly available from LRDC.
(DR)
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U.S. DEPARTMENT OF EDUCATION
Offoca ol Educational Rauarch and Improyemant
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
%At. his document has been reproduced as
eceived from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Learning Research and Development Center
Publications List Update
1995
RES-EARCil AND D.E,VEL.OPMENT dENTER
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC).-
1_11DC
k.
S.
BEST COPY AVAILABLE
,
Mission of the Learning Research And Development Center
of learning and
The Learning Research and Development Center (LRDC) investigates processes
research findings
instruction and works with teachers, states, and school districts to incorporate
probed the nature of thinking,
into educational practice. Since its founding in 1963, LRDC has
Its twofold mission has been to broaden
knowing, and understanding in and beyond school.
learning and to support the use of research in
our scientific insights inLo all aspects of
instructional settings as varied as classrooms, industry, and museums.
processes of learning; learning in
Investigations at LRDC are grouped into five categories:
of work; and learning and
school; education policy and reform; learning and the world
with education
technology. Research findings are applied, in collaboration and communication
and to a variety of
practitioners, to the development of instructional materials and programs
efforts to improve instruction and training in schools and workplaces.
and constitute a record
The publications listed in this volume reflect the breadth of this mission
educational practice.
of LRDC's long-term commitment to research that can strengthen
LRDC Research Scientists'
David Allbritton
Kevin D. Ashley
Isabel L. Beck
William E. Bickel
Michelene T. H. Chi
William W. Cooley
Robert Glaser
Leopold E. Klopfer
Gaea Leinhardt
Alan Lesgold
John M. Levine
Margaret G. McKeown
Johanna D. Moore
Sharon Nelson-Le Gall
Ste Ilan Ohlsson
Charles A. Perfetti
Lauren B. Resnick
Leslie Salmon-Cox
Leona Schaub le
Walter Schneider
Janet W. Schofield
Jonathan W. Schooler
Edward A. Silver
Kurt VanLehn
James F. Voss
William D. Wattenmaker
Naomi Zigmond
Leopold Klopfer, Ste llan Ohlsson,
' The following people have either retired, or moved to a different university:
Naomi Zigmond.
Leslie Salmon-Cox, Leona Schaub le, William Wattenmaker, and
0
How to Use This Publications List
Entries in this list are organized alphabetically by author and chronologically within each
author's entries. Most references include a brief abstract. The bracketed number(s) near the end
of each abstract correspond(s) to the numbers on the Research Topic List below.
To order copies of publication lists, please use the form at the back of this list. Please refer to
this form for charges for specific doCuments and enclose a check or money order made payable
to the University of Pittsburgh. You should receive your order within two weeks of receipt of
payment.
The majority of publications in this list must be ordered directly from the publishers of the books
or journals in which they appear. Exceptions are reports published by the Learning Research
and Development Center. There is a $3.50 service charge per copy for these reports. To order
available publications, please send a check or money order (payable to the University of
Pittsburgh) for $3.50 per copy to the address on the attached order form. Please be sure to
indicate the title(s) of the publication(s) as well as the serial number(s).
Research Topics
1. Learning and Instruction
2. Knowledge Structures for Learning (includes conceptual change, role of prior knowledge in
learning, knowledge analysis, explanation, etc.)
3. Assessment and Evaluation
4. Education Reform (includes curriculum revision & development, staff development,
classroom redesign, school restructuring, etc.)
5. Learning in School Subject Matters:
a. Math
b. Science
c. Literacy (includes reading, writing, English, etc.)
d. Social Science (includes history, geography, political science, and social studies)
6. Reasoning and Thinking
7. Learning and Technology
8. Group and Intergroup Processes
9. Memory and Learning
10. Concept Acquisition
11. Developmental Psychology
12. Language and Communication Processes
13. The Nature of Skill and Expertise
14. Social and Cultural Influences on Learning
15. Texts (includes text comprehension, learning from written material, and text processing)
16. Learning and Teaching in the Classroom
17. Learning Disabilities and Special Education
18. Technical Training and Work Skills
19. Skill Acquisition
This article describes how the authors developed
Doing things
Aleven, V., & Ashley, K. D.
(1995).
expository texts in an effort to engage students
with factors. In Proceedings of the Fifth International
and enhance their comprehension. The texts were
Conference on Artificial Intelligence and Law (pp.
created by revising them to impart voice by
New York: Association for Computing
31-41).
including more active qualities of oral language
Machinery.
emphasizing
and
This paper describes an experiment in which a
coherence
impose
by
to
Four versions of a text passage
relationships.
human tutor used the CATO program to instruct
an original version from a social
were used:
first year law students about legal argumentation
studies textbook, a revised version for greater
with cases. The results of the experiment were
coherence, and versions of the textbook and
that the experimental group did as well as the
coherent passages that exhibited voice.
Fourth
control group who received more traditional law
graders were given one of the passages to read
school instruction and that arguments generated
and then, immediately after reading, and again
by CATO were graded significantly higher than
one week later, asked to recall the passage and to
those of the students. The authors work through
answer open-ended questions. Results were that
a series of examples illustrating the ways in which
immediately after reading, the voiced coherent
the program induced students to integrate into
significant advantage over
passage held
their arguments their knowledge of the meaning
all
factors and cases.
passages in both recall and questions. The same
significance of
and
legal
results were obtained for questions in the delay
[Topics: 2, 6, 71 1995-001
Using a
condition, but differences for recall did not reach
Aleven, V., & Ashley, K. D.
(1995).
significance. [Topics: 5d, 15, 161 1995-004
well-structured model to teach an ill-structured
Berent, I., & Perfetti, C. A. (1995). A rose is a REEZ:
domain. In Proceedings of the Seventeenth Annual
The two-cycles model of phonology assembly in
Conference of the Cognitive Science Society (pp.
reading English. Psychological Review, 102, 146-184.
419-424). Mahwah, NJ: Erlbaum.
The authors propose a model of phonological
This paper describes an experiment in which a
multilinear
postulates
that
assembly
human tutor used the CATO program to instruct
a
representation that segregates consonants and
first year law students about legal argumentation
This representation
vowels in differem planes.
with cases. The results of the experiment were
process of assembly:
that the experimental group did as well as the
determines
online
the
in two
Consonants and vowels are derived
control group who received more traditional law
consecutive cycles that differ in their automaticity.
school instruction and that arguments generated
The model's temporal properties resolve critical
by CATO were graded significantly higher than
contradictions in the phonological processing
those of the students. The authors work through
Its claims are further supported by a
literature.
a series of examples illustrating the ways in which
priming
masking
and
the program induced students to integrate into
of
series English
experiments demonstrating that the contributions
their arguments their knowledge of the meaning
of consonants and vowels depend on target
significance of factors and cases.
and legal
exposure duration and differ in their susceptibility
[Topics: 2, 6, 71 1995-002
to digit load. One methodological implication of
Ashley, K. D., & McLaren, B. (1995). Reasoning with
that regularity effects are not
the model is
reasons in case-based comparisons. In M. Veloso
This claim is
necessary evidence for assembly.
& A. Aamodt (Eds.), Proceedings of the First
supported by naming studies showing that vowel
International Conference on Cased-Based Reasoning
assembly requires long target durations, but short
(ICCBR-95) (pp. 133-144). Berlin: Springer.
durations permit consonant assembly
This paper presents the design and results of a
target
despite null evidence for vowels.
[Topic: 121
second formative evaluation of TRUTH7TELLER,
a program designed to compare and contrast
1995-005
Bickel, W. E., & Hattrup, R. A. (1995). Teachers and
It also reports on our
practical ethical dilemmas.
researchers in collaboration: Reflections on the
techniques for enabling TRUTH-TELLER to reason
about reasons in comparing pairs of ethical
American Educational Research Journal,
process.
dilemmas in a context sensitive way and presents
32(1), 35-62.
This research describes a 54-month National
an extended example. [Topics: 2, 6, 7] 1995-003
Science Foundation-supported collaboration, the
L., McKeown, M. G., & Worthy, J.
(1995).
Beck, I.
voice can improve students'
between
the
Thinking
Mathematics
Project,
Giving
text
a
American Federation of Teachers (AFT) and the
understanding. Reading Research Quarterly, 30(2),
Learning Research and Development Center
220-238.
(LRDC) of the University of Pittsburgh wherein
Learning Research and Development Center, University of Pittsburgh
1
expert teachers and cognitive researchers sought
the computational result. The results of this study
the best of
clinical and research
suggest not only the cognitive complexities of the
codify
to
DWR problem for Chinese students, but also
knowledge of student learning and instruction for
The authors
mathematics in the early grades.
suggest
potential value conducting
of
the
cross-national studies in mathematics based on
draw on their documentation of the development
detailed cognitive analysis of students' solutions
two
between
these
collaboration
the
of
organizations and the teachers and researchers
to complex math problems. [Topic: 5a] 1995-008
involved to provide highlights of participants'
Cooley, W. C. (1995). Restructuring Allegheny County's
Pittsburgh, PA: University of
experience.
collaborative
the
public Schools.
of
reflections
Lessons about what works and what doesn't when
Pittsburgh, LRDC.
teachers and researchers attempt to build
The debates about how to reform our schools
a
common learning community are
continue
parents,
described. Educators,
to flourish.
politicians, businessmen, taxpayers, and others
[Topics: 3, 4, 161 1995-006
G., Moore, J.
D., Forsythe, D.
Buchanan, B.
argue about how to make schools more equitable,
E.,
more effective, and more efficient. Meanwhile, the
Carenini, G., Ohlsson, S., & Banks, G. (1995). An
This paper focuses on the
problems persist.
system
delivering
intelligent interactive
for
public
individualized information to patients.
an
in Allegheny
schools County,
Artificial
governed by 43
educational system
that
Intelligence in Medicine, 7, 117-154.
is
The quality of health care can be improved by
independent districts. The first half of the paper
examines the current status of these 43 school
improving the information exchange between the
districts and illustrates the ways in which the
patient and the physician, particularly for patients
system remains
and
inequitable,
ineffective,
with chronic conditions who must meet with their
The paper then explores how a
physician periodically. This paper reports some
inefficient.
restructuring of the county's system of public
intelligence and
using
progress
artificial
in
education could improve these conditions. Since
computer technology in providing individualized
information for migraine patients. Ethnographic
such a dramatic change in governance cannot and
methods were used to investigate information
should not be expected to occur quickly, the paper
needs in the clinic empirically and the results
also suggests next steps. This paper is number 22
in a series of Pennsylvania Educational Policy
were used to inform the design of the system.
The system encompasses both an interactive
Studies. [Topics: 3, 4] 1995-009
Cooley, W. W., & Bechtel, D. P.
history-taking module and an explanation module
Ten year
(1995).
that generates answers to patients' questions.
Pittsburgh, PA:
trends in school district budgets.
both
University of Pittsburgh, LRDC.
evaluations
Preliminary indicate that
physicians and patients evaluate the system
This paper examines the changes in revenues and
expenditures that have occurred in Pennsylvania's
positively. [Topics: 7, 14, 151 1995-007
school district budgets during the past ten years.
Cai, J., & Silver, E. A. (1995). Solution processes and
Findings showed that districts with enrollment
solutions
solving
interpretations
of
in
a
increases enjoyed large increases in state and local
division-with-remainder story
Do
problem.
revenues, while districts with a small tax base or
students
similar
and
have
Chinese
U.S.
large welfare populations experienced increased
Journal for Research in Mathematics
difficulties?
tax effort with lower revenue yields. The authors
Education, 26(5), 491-497.
argue that state funding formulas should be less
students
have well-documented
American
in solving division-with-remainder
sensitive to enrollment change and more sensitive
difficulties
to the difficulty that some districts have in raising
(DWR) story problems, yet no research has been
local revenues, and the to the difficulty other
conducted to examine difficulties students in other
countries might encounter in solving this kind of
districts have because they serve large percentages
of welfare families. This report is number 24 in a
problem. This study examined Chinese students'
successes and difficulties in solving a DWR
series of Pennsylvania Educational Policy Studies.
A detailed cognitive analysis of the
[Topics: 3, 4] 1995-010
problem.
written solutions and explanations provided by
Cooley, W. W., & George, C. A. (1995). Pennsylvania's
Chinese students suggested they had similar
classroom teachers: Their retirement, replacement and
Pittsburgh,
University
American
reported
of
those
as
difficulties
for
development.
PA:
Pittsburgh, LRDC.
students. The cognitive difficulty of solving this
In this report, the authors examine data that are
derives
mathematical
not
problem
from
descriptive of current teachers, teachers who are
computational requirements but rather from the
vacating their positions, and new teachers who are
sense-making requirement included in interpreting
Learning Research and Development Center, University of Pittsburgh
organizational factors shaping WAN usage are all
being hired to replace those who are leaving.
considered. [Topic: 7] 1995-013
They look at the current hiring practices of school
Futoran, G. C., Schofield, J. W., & Eurich-Fulcer, R.
districts, describing the manner in which districts
The Internet as a K-12 educational
(1995).
find prospective teachers and prospective teachers
resource: Emerging issues of information access
find placements. The authors also suggest that
and freedom.
Computers and Education,
24,
recruitment,
ventures
teacher
in
cooperative
candidate assessment, teacher placement, and
229-236.
This paper explores issues likely to emerge as
an
might
development
professional
b
K-12 educators incorporate wide-area networking
improvement over current practices. This report
(WAN) into the curriculum and become both
number 23
of Pennsylvania
series
in
a
is
consumers and providers of materials on the
Education Policy Studies. [Topics: 3, 4] 1995-011
Internet. Issues arising with regard to schools as
R., & Schofield,
(1995).
Eurich-Fulcer,
J.
W.
include
decisions
consumers
information
social
uncorrelated
versus
Correlated
regarding student access to resources which
categorizations: The effect on intergroup bias.
segments
that
the
of
large
those
include
Personality and Social Psychology Bulletin, 21(2),
community will find objectionable or potentially
149-159.
harmful. Issues arising from the fact that schools
Previous research has shown that cross-cutting
using WAN are likely to become information
social categories, independent of one another,
legal issues
providers also have several aspects:
often seem to reduce discrimination between
revolving around school boards as publishers of
In this article, the authors discuss the
groups.
on-line resources; and student on-line behaviors
effect of correlated cross-cutting categories on
that may reflect negatively on the school and the
intergroup relations. The authors hypothesize that
community and how schools will deal with those
with one
correlated
categories,
cross-cutting
students
without
penalizing
behaviors
In a study
another, will increase discrimination.
describes some
paper
This
educationally.
of female college students, subjects were divided
approaches to dealing with these concerns based
into two groups and were led to believe that there
on what others have done and on experiences in
was either no correlation, moderate correlation, or
a large-scale K-12 wide-area nciworking project
high correlation between the two categorization
called Common Knowledge: Pittsburgh.
[Topic:
dimensions along which they were divided.
07] 1995-014
Results showed that subjects exhibited more
Hill, C. A., & Resnick, L. B.
Creating
(1995).
intergroup bias as the degree of correlation
opportunities for apprenticeship in writing. In J.
between correlation dimensions increased. Results
rethinking
Petraglia (Ed.), Reconceiving writing,
showed that once categorizations become highly
Mahwah, NJ:
writing instruction (pp. 145-158).
correlated, cross cutting categories may no longer
Erlbaum.
work to reduce bias.
However, performance
industry
regard
good
and
Business
evaluations, a situationally specific measure of
communication skills as a key to employees'
bias, failed to yield the same pattern of results.
success and complain that many college graduates
[Topic: 8] 1995-012
hire cannot
contrasting
After
write.
they
R., & Schofield,
(1995).
Eurich-Fulcer,
W.
J.
workplace writing with academic writing, the
Wide-area networking in K-12 education: Issues
authors conclude that most writing instruction
shaping implementation and use. Computers and
within the university does not adequately prepare
Education, 24, 211-220.
students for writing in various professions and
The demand for wide-area networking (WAN) for
that radical revision of such instruction may be
education at the K-12 level is rapidly increasing.
necessary. [Topics: 1, 12, 14] 1995-015
However, there is little systematic understanding
F., & Nelson-Le Gall, S.
The
Jones, E.
(1995).
of those factors which play important roles in
influence of personal effect cues on children's
shaping usage of WAN at the K-12 level.
By
judgements of morality and disposition.
Merrill
reviewing previous research pertaining to the use
Palmer Quarterly, 41, 53-69.
of computer networks in K-12 environments, as
The influence of actor effect on children's moral
well as in business and the university arenas, this
and dispositional judgments was explored in two
paper identifies issues that are likely to play a
Preschool, second-, and
fifth-grade
studies.
major role in shaping WAN usage in elementary
children heard stories in which the protagonists
and secondary education. Technical and logistical
produced an intended or unintended outcome
attitudes and
the
to
related
issues
issues,
after exerting high or low levels of personal effort.
characteristics of individual users, and social and
attributions
and
made
moral
Children
3
Learning Research and Development Center, University of Pittsburgh
A framework for
the
cross-situational predictions of behavior for each
A.
Kenney,
(1995).
P.
qualitative analysis of student responses to the
protagonist. Only judgements of actors producing
extended constructed-response questions from the
intended negative outcomes were influenced by
1992 NAEP in mathematics. In D. T. Owens, M.
findings
of
actor Age-related
effort.
level
indicated that older children's judgmmts and
K. Reed, & G. M. Millsaps (Eds.), Proceedings of the
predictions reflected coordination of the actor's
Seventeenth Annual Meeting of the North American
actor's
with
about
Chapter of the International Group for the Psychology
the
information
effort
pp.
In contrast, preschool children
of
175-180).
Mathematics
anticipated goal.
Education
(1,
Columbus, OH: ERIC Clearinghouse for Science,
appeared to focus more on the relation between
the actor's effort and the consequence of the
Mathematics, and Environmental Education.
The purpose of this investigation was to develop
actOr's behavior. [Topics: 6, 11] 1995-016
a general framework for analyzing the NAEP
Rs?snick, L. B., & Gabriele, A. J.
Joram, E.
(1995).
questions
constructed-response
extended
Numeracy as cultural practice: An examination of
The framework dimensions were
qualitatively.
numbers in magazines for children, teenagers, and
based on information about the NAEP extended
Journal for
adults.
Mathematics
in
Research
to important ideas
questions, and linked
in
Education, 26, 346-361.
mathematics and cognitive psychology. A set of
The authors compared the
characteristics of
student
extended
responses
an
to
rational numbers in various magazines.
Their
constructed-response question from the grade-4
analysis indicates that adults are often presented
assessment was analyzed qualitatively according
with rational numbers that are related to each
to appropriate framework dimensions.
The
other and that, although teenagers have covered
findings suggest that the student responses could
all the mathematics concepts frequently found in
be analyzed qualitatively, but further investigation
adults' texts, numbers in teenagers' texts do not
of
adequacy
appear to form a transition to those found in
the
the
verify
needed
to
is
framework. [Topics: 3, 5a] 1995-019
adults' texts. Implications for preparing students
Lane, S., & Silver, E. A. (1995). Equity and validity
for the numeracy demands of everyday life are
considerations in the design and implementation
discussed. [Topics: 5a, 16] 1995-017
of a mathematics performance assessment: The
Identifying the support needed in
Katz, S. (1995).
experience of the QUASAR project. In M. Nettles
learning
collaborative
computer-supported
& A. L. Nettles (Eds.), Equity and excellence in
systems. In J. L. Schnase & E. L. Cunnius (Eds.),
educational testing and assessment (pp. 185-219).
Proceedings of the CSCL '95: The First International
Boston: Kluwer Academic.
Conference on Computer Support for Collaborative
of how
students'
assess
to
Considerations
Hillsdale, NJ: Erlbaum.
Learning (pp. 200-203).
attainments with respect to the new vision of
learning
collaborative
Computer-supported
mathematical proficiency and how to
assess
(CSCL) systems hold the potential to enhance the
improvements that may result from curricular and
interactions,
peer
learning
of
effectiveness
instructional reforms that might be undertaken
truly
are
systems
that
assuming
these
result from
student
interest
current
the
in
supportivei.e., capable of coaching collaborating
assessment issues in mathematics educational
peers as they work on problems and critique other
(Quantitative
The author argues that in
reform.
Project QUASAR
students' solutions.
goal, CSCL system
Understanding: Amplifying Student Achievement
this
order
achieve
to
and Reasoning) aims to demonstrate that it is
developers need to know more about the types of
implement
responsible
coaching that students are typically able to
and
feasible
to
instructional programs that foster the acquisition
during
problem-solving
other
provide
each
of mathematical thinking and reasoning skills by
activities, and what types of advice they need
students
economically
from more experienced students or mentors at
middle
school
in
various stages of their development in
disadvantaged communities. This paper discusses
the
QUASAR and the nature and role of assessment in
instructional domain. CSCL system developers
the project, emphasizing the QUASAR Coglitive
also need to know how human mentors provide
andbased
that
Assessment Instrument (QCAI). Information on
on
coaching,
such
informationto develop computer models of
the design principles, associated scoring ruorics,
administration procedures, and the nature of
human guidance during collaborative interactions.
student performance information reported
to
The author describes a pilot study whose goals are
teachers and administrators are among the issues
issues and
assess
the
to
address
these
to
discussed. [Topics: 3, 4, 5a] 1995-020
effectiveness of the research methodology she
devised for doing so. [Topics: 7, 8, 12] 1995-018
Learning Research and Development Center, University of Pittsburgh
4
Educational technology for
Lesgold, A.
Lane, S., Stone, C. A., Ankenmann, R. D., & Liu, M.
(1995).
Examination of the assumptions and
developing countries. In Marshaling technology for
(1995).
of a
(pp.
properties of the graded item response model: An
symposium
Proceedings
development:
Washington, DC: National Academy
performance
mathematical
using
example
189-209).
a
Press.
assessment. Applied Measurement in Education, 8(4),
What kinds of technology can be useful for the
313-340.
education and training needs of developing
With the growing popularity of performance
This paper discusses underlying
assessments, the use of item response models for
countries?
principles of suitability as well as particular
items
polytomously
increased.
scored has
However, prior to applying the graded item
examples. [Topic: 71 1995-023
M., & Moreland, R. L. (1995).
Group
Levine, J.
data derived
response
model to from
a
In A. Tesser (Ed.), Advanced social
performance assessment, studies are needed to
processes.
ensure that the assumptions and item parameter
psychology (pp. 419-465). New York: McGraw-Hill.
properties of the models are satisfied. This study
examined the dimensionality of a mathematics
This textbook chapter summarizes current research
on small group processes. [Topic: 8] 1995-024
performance assessment, the extent to which a
Impact of
M., & Russo,
Levine,
subset of tasks is speeded, and the extent to which
(1995).
E.
J.
anticipated interaction on information acquisition.
the item parameter estimates are stable over time.
The results from confirmatory factor analysis on
Social Cognition, 13(3), 293-317.
This paper reports on a study investigating how
that
the
testing indicated
occasions
three
and
with
assessment
mathematics
majorities
performance
anticipated interaction
is
minorities of various sizes affects the cognitions of
unidimensional on each occasion.
Results also
showed an instability of the item parameter
prospective group members. [Topic: 8] 1995-025
Martin, J., & VanLehn, K.
A Bayesian
estimates and the speededness of tasks.
Some
(1995).
approach to cognitive assessment. In P. Nichols,
potential reasons for the instability are discussed
S. Chipman, & R. L. Brennan (Eds.), Alternative
(e.g., the differential emphasis on instructional
approaches to cognitive assessment (pp. 141-165).
content between testing occasions may affect the
Hillsdale, NJ: Erlbaum.
stability of item parameters over time. [Topics: 3,
Assessment of a student's knowledge is necessary
5a] 1995-021
concerning
to permit
informed
decisions
Leinhardt, G., Young, K. M., & Merriman, J.
(1995).
remediation, career moves, or teachers' evaluation.
Integrating professional knowledge: The theory of
However, there are many obstacles to effective
practice and the practice of theory. Learning and
cognitive assessment. In this chapter, the authors
Instruction, 5(4), 1-8.
A cognitive assessment system
address three.
This article provides a commentary for featured
issue on the nature of
a special
should: (a) integrate data from multiple activities,
articles
in
several
professional
knowledge
(b) analyze the data in a statistically sound,
in
defensible manner, and (c) provide assessments at
professionsarchitecture, engineering, medicine,
multiple grain sizes. The authors present OLAE,
and teaching. The authors examine the tensions
a computer assessment tool that collects data
that exist between theory and practice, focusing on
about problem solving in elementary physics,
various forms
dualities
inherent
in
of
the
analyzes that data with sound, probabilistic
professional knowledge. Professional knowledge
methods, and flexibly presents the results of
can vary by the location of the learning (in the
academy or in practice), the type of knowledge
analysis. [Topics: 2, 3, 5b] 1995-026
(declarative or procedural), the generality of
Martin, J., & VanLehn, K. (1995). Student assessment
using Bayesian nets.
Journal of
International
knowledge (abstract or specific), and the nature of
(conceptual or pragmatic).
After
Human-Computer Studies, 42, 575-591.
principles
discussing how each of these features varies
The authors describe OLAE as an assessment tool
that collects data from students solving problems
according to the location of learning, the authors
in introductory college physics, analyzes that data
discuss how transforming knowledge learned in
with probabilistic methods that determine what
one location into forms associated with the other
knowledge the student is using, and flexibly
location might lead to increased integration of
presents the results of analysis. For each problem,
professional knowledge and ultimately to more
OLAE automatically creates a Bayesian net that
skillful practice. An extended example from the
relates knowledge, represented as first-order rules,
authors'
illustrates
the
profession
teaching
to particular actions, such as written equations.
meaning. [Topics: 2, 4, 13] 1995-022
Using the resulting Bayesian network, OLAE
Learning Research and Development Center, University of Pittsburgh
5
Mittal, V., & Moore, J. D. (1995). Dynamic generation
observes a student's behavior and computes the
meni.:
up
Facilitating
question
of
follow
probabilities that the student knows and uses each
language
natural
dialogues.
interactive
of the rules. [Topic(s): 2, 3, 5b] 1995-027
In
Proceedings of the ACM/SIGCHI Conference on
McKeown, M. G., Beck, I. L., Kucan, L., & Sandora, C.
Human Facts in Computing Systems (pp. 90-97).
A. (1995). Second-year classroom implementation of
New York: ACM Press.
Questioning the Author: New Teachers, new site
University of
Most complex systems provide some form of help
Pittsburgh,
Rep.).
(Tech.
PA:
However, typically, such help facilities
Pittsburgh, Learning Research and Development
facilitie...
do not allow users to ask follow up questions or
Center.
request further elaborations when they are not
second-year
summarizes
report
the
This
satisfied with the systems' initial offering. One
implementation of Questioning the Author which
approach to alleviating this problem is to present
involved providing less support for teachers at the
the user with a menu of possible follow up
initial site and an introduction to the project for
questions at every point.
Limiting follow up
teachers at a new site.
Analysis of data across
information requests to choices in a menu has
teachers involved in both first and second years
many advantages, but there are also a number of
allowed a profile of a Questioning the Author
This teacher focuses on
issues that must be dealt with in designing such a
teacher to emerge.
building and extending meaning rather than
dynamically generate
useful
system.
To
embedded menus, the system must be able to,
retrieving information, and reformulates student
among other things, determine the context of the
comments through paraphrasing and refinement
about
and
reason
represent
the
request,
rather than repetition. In this teacher's classroom,
explanations presented to the user, and limit the
the proportion of talk is more evenly distributed
number of choices presented in the menu. This
between teacher and students, and students are
paper discusses such issues in the context of a
involved in initiating comments and questions
patient education system that generates a natural
during discussion. [Topics: 5d, 15, 16] 1995-028
language description in which the text is directly
McLaren, B., & Ashley, K. D.
Case-based
(1995).
manipulable. [Topics: 1, 7, 12, 15] 1995-031
comparative evaluation in TRUTH -TELLER.
In
Mittal, V. 0., Roth, S., Moore, J. D., Mattis, J., &
Proceedings of the Seventeenth Annual Conference of
Generating explanatory
Carenini, G.
(pp.
(1995).
419-424).
Cognitive
Science
Society
the
captions for information graphics. In Proceedings
Mahwah, NJ: Erlbaum.
of the Fourteenth International Joint Conference on
This paper presents a knowledge representation
Artificial Intelligence (pp. 1276-1283). San Mateo,
for practical ethical reasoning, our techniques for
CA: Morgan-Kaufmann.
enabling TRUTH-TELLER to reason about reasons
in comparing pairs of ethical dilemmas in a
used
presentations
can
Graphical
be
to
communicate information in relational data sets
context sensitive way and presents new extended
It also reports on the design and
and
However,
novel
succinctly
effectively.
examples.
results of a
second formative evaluation of
graphical presentations about numerous attributes
and their relationships are often difficult
to
TRUTH-TELLER, a program designed to compare
Therefore, automatically generated
understand.
and contrast practical ethical dilemmas. [Topics:
graphical presentations must either remain simple
2, 6, 7] 1995-029
and conventional, or risk incomprehensibility. To
McLaren, B., & Ashley, K. D.
Context
(1995).
alleviate this problem, systems can be designed to
sensitive case comparisons in practical ethics:
work with a
natural language generator to
Reasoning about reasons.
In Proceedings of the
paper
produce explanatory
captions.
This
Fifth International Conference on Artificial Intelligence
presents 3 strategies for generating explanatory
and Law (pp. 316-325). New York: Association of
captions to accompany information graphics based
Computing Machinery.
on: 1) a representation of the structure of the
This paper presents our techniques for enabling
framework
TRUTH-TELLER to reason about reasons in
presentation;
graphical
for
a
2)
identifying the perceptual complexity of graphic
comparing pairs of ethical dilemmas in a context
the structure of the data
elements; and 3)
presents new extended
sensitive way and
It also reports on the design and
expressed in the graphic. The authors describe an
examples.
implemented system and illustrate how it is used
results of a second formative evaluation of
to generate explanatory captions for a range of
TRUTH:TELLER, a program designed to compare
graphics from a data
set about
estate
real
dilemmas.
ethical
practical
contrast
and
transactions in Pittsburgh.
[Topics: 7, 12]
Comparisons with legal case-based reasoning are
1995-
drawn. [Topics: 2, 6, 7] 1995-030
032
Learning Research and Development Center, University of Pittsburgh
6