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Using Multivariate Statistics

Data Mining Practical Machine Learning Tools and Techniques

It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. Today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a “singularity” – an event which changes things so fundamentally that there is absolutely no going back. This so-called “singularity” is the arrival and rapid dissemination of digital technology in the last decades of the 20 th century.

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Digital Natives, Digital Immigrants

How to Do Things With Words

Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.

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Eye movements in reading and information processing: 20 years of research.

The advent of software agents gave rise to much discussion of just what such an agent is, and of how they differ from programs in general. Here we propose a formal definition of an autonomous agent which clearly distinguishes a software agent from just any program. We also offer the beginnings of a natural kinds taxonomy of autonomous agents, and discuss possibilities for further classification. Finally, we discuss subagents and multiagent systems.

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Is it an Agent, or Just a Program?: A Taxonomy for Autonomous Agents

The authors describe a constructionist theory that accounts for the knowledge-based inferences that are constructed when readers comprehend narrative text. Readers potentially generate a rich variety of inferences when they construct a referential situation model of what the text is about. The proposed constructionist theory specifies that some, but not all, of this information is constructed under most conditions of comprehension. The distinctive assumptions of the constructionist theory embrace a principle of search (or effort) after meaning. According to this principle, readers attempt to construct a meaning representation that addresses the reader's goals, that is coherent at both local and global levels, and that explains why actions, events, and states are mentioned in the text. This study reviews empirical evidence that addresses this theory and contrasts it with alternative theoretical frameworks.

Constructing inferences during narrative text comprehension.

Advances in computational linguistics and discourse processing have made it possible to automate many language- and text-processing mechanisms. We have developed a computer tool called Coh-Metrix, which analyzes texts on over 200 measures of cohesion, language, and readability. Its modules use lexicons, part-of-speech classifiers, syntactic parsers, templates, corpora, latent semantic analysis, and other components that are widely used in computational linguistics. After the user enters an English text, Coh-Metrix returns measures requested by the user. In addition, a facility allows the user to store the results of these analyses in data files (such as Text, Excel, and SPSS). Standard text readability formulas scale texts on difficulty by relying on word length and sentence length, whereas Coh-Metrix is sensitive to cohesion relations, world knowledge, and language and discourse characteristics.

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Coh-Metrix: Analysis of text on cohesion and language

Contents: T.O. Nelson, Metacognitive Food for Thought in Educational Theory and Practice. Preface. D.J. Hacker, Definitions and Empirical Foundations. R.L. Dominowski, Verbalization and Problem Solving. J.E. Davidson, R.J. Sternberg, Smart Problem Solving: How Metacognition Helps. M. Carr, B. Biddlecomb, Metacognition in Mathematics From a Constructivist Perspective. B.M. Sitko, Knowing How to Write: Metacognition and Writing Instruction. R.H. Maki, Test Predictions Over Text Material. J. Otero, Influence of Knowledge Activation and Context on Comprehension Monitoring of Science Texts. D.J. Hacker, Self-Regulated Comprehension During Normal Reading. G.E. Garcia, R.T. Jimenez, P.D. Pearson, Metacognition, Childhood Bilingualism, and Reading. S.M. McGlynn, Impaired Awareness of Deficits in a Psychiatric Context: Implications of Rehabilitation. J. Dunlosky, C. Hertzog, Training Programs to Improve Learning in Later Adulthood: Helping Older Adults Educate Themselves. P.H. Winne, A.F. Hadwin, Studying as Self-Regulated Learning. N.J. Vye, D.L. Schwartz, J.D. Bransford, B.J. Barron, L. Zech, The Cognition and Technology Group at Vanderbilt, SMART Environments That Support Monitoring, Reflection, and Revision. M. Pressley, S. Van Etten, L. Yokoi, G. Freebern, P. Van Meter, The Metacognition of College Studentship: A Grounded Theory Approach. J. Dunlosky, Epilogue. Linking Metacognitive Theory to Education.

Metacognition in Educational Theory and Practice

Whereas it is well documented that student question asking is infrequent in classroom environments, there is little research on questioning processes during tutoring. The present study investigated the questions asked in tutoring sessions on research methods (college students) and algebra (7th graders). Student questions were approximately 240 times as frequent in tutoring settings as classroom settings, whereas tutor questions were only slightly more frequent than teacher questions. Questions were classified by (a) degree of specification, (b) content, and (c) question-generation mechanism to analyze their quality. Student achievement was positively correlated with the quality of student questions after students had some experience with tutoring, but the frequency of questions was not correlated with achievement. Students partially self-regulated their learning by identifying knowledge deficits and asking questions to repair them, but they need training to improve these skills. We identified some ways th...

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Arthur C. Graesser

Papers

Is it an Agent, or Just a Program?: A Taxonomy for Autonomous Agents

Constructing inferences during narrative text comprehension.

Coh-Metrix: Analysis of text on cohesion and language

Metacognition in Educational Theory and Practice

Question Asking During Tutoring