Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

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.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

The role that affective states play in learning was investigated from the perspective of a constructivist learning framework. We observed six different affect states (frustration, boredom, flow, confusion, eureka and neutral) that potentially occur during the process of learning introductory computer literacy with AutoTutor, an intelligent tutoring system with tutorial dialogue in natural language. Observational analyses revealed significant relationships between learning and the affective states of boredom, flow and confusion. The positive correlation between confusion and learning is consistent with a model that assumes that cognitive disequilibrium is one precursor to deep learning. The findings that learning correlates negatively with boredom and positively with flow are consistent with predictions from Csikszentmihalyi’s analysis of flow experiences.

/pdf/affect-and-learning-an-exploratory-look-into-the-role-of-h8vr8xynl2.pdf

Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor

Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. Experiment 1 was a 3 (agent properties: agent only, agent with gesture, no agent) X 3 (picture features: static picture, sudden onset, animation) design. Agent properties produced no significant effects. Both sudden onset and animation conditions facilitated performance relative to the static-picture condition. In Experiment 2, we explored the effects of printed text, spoken narration, and spoken narration with the printed text, in a multimedia environment that included an agent, to investigate effects of redundancy. The spoken-narration-only condition outperformed the other 2, with no differences between printed text and printed text with spoken narration.

Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy

We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a deep-level-reasoning question preceding each sentence, a dialogue with a deep-level-reasoning question preceding half of the sentences, or a monologue. Learners in the condition where a deep-level-reasoning question preceded each sentence significantly outperformed those in the other 4 conditions. Experiment 2 included the same interactive and noninteractive recorded condition, along with 2 vicarious learning conditions involving deep-level-reasoning questions. Both deep-level-reasoning-question conditions significantly outperformed the other conditions. These findings provide evidence that deep-level-reasoning questions improve vicarious learning.

https://www.jstor.org/stable/pdfplus/27739846.pdf

The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning

Preface 1. Psychology of science: an introduction William R. Shadish, Jr., Arthur C. Houts, Barry Gholson and Robert A. Neimeyer Part I. Historical Issues in the Psychology of Science: 2. Fragments of the fragile history of psychological epistemology and theory of science Donald T. Campbell 3. Contributions of the psychology of science to metascience: a call for explorers Arthur C. Houts Part II. The Case for a Psychology of Science: 4. The reflexivity problem in the psychology of science Peter Barker 5. Uneasy chapters in the relationship between psychology and epistemology Cecilia M. Heyes 6. Participatory epistemology and psychology of science Michael J. Mahoney Part III. Creativity and the Psychology of Science: 7. Chance-configuration theory of scientific creativity Dean Keith Simonton 8. A perspectivist approach to the strategic planning of programmatic scientific research William J. McGuire 9. Networks of enterprise in creative scientific work Howard E. Gruber Part IV. Cognition in the Psychology of Science: 10. Cognitive paradigms and the psychology of science Marc De Mey 11. Historical shifts in the use of analogy in science Dedre Gentner and Michael Jeziorski 12. Imagery, metaphor, and physical reality Arthur I. Miller 13. A framework for the cognitive psychology of science Ryan D. Tweney Part V. Social Factors in the Psychology of Science: 14. The psychology of scientific dialogues Ron Westrum 15. The perception and evaluation of quality in science William R. Shadish, Jr. Part VI. Epilogue and Prologue: 16. A preliminary agenda for the psychology of science Robert A. Neimeyer, William R. Shadish, Jr., Eric G. Freedman, Barry Gholson and Arthur C. Houts Author index Subject index.

Barry Gholson

Papers

Affect and Learning: An Exploratory Look into the Role of Affect in Learning with AutoTutor

Animated Pedagogical Agents in Multimedia Educational Environments: Effects of Agent Properties, Picture Features, and Redundancy

The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions During Vicarious Learning

Psychology of science : contributions to metascience

Kuhn, Lakatos, and Laudan: Applications in the history of physics and psychology.