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  1. 1-13-09 ERM
  2. 1-15-09 ERM
  3. 1-20-09 ERM
  4. 1-22-09 ERM
  5. 1-27-09 ERM
  6. 1-29-09 ERM
  7. 2-3-09 ERM
  8. A Novel Writing System
  9. A word-experience model of Chinese character learning
  10. Ability to display step-custom-fields in graphs
  11. Accelerated future learning
  12. Access Requests
  13. Accessibility
  14. Accountable Talk
  15. Accurate knowledge estimates principle
  16. Achievement Goals
  17. Active Processing
  18. Adaptive Assistance for Peer Tutoring (Walker, Rummer, Koedinger)
  19. Add Latency Y-axis Options
  20. Add Problem Content
  21. Add Problem View to Export and Import
  22. Adding Custom Fields through Web Application
  23. Agent
  24. AlevenButcher Study
  25. Aleven - Causal Argumentation Game
  26. Algebra
  27. Analogical Scaffolding in Collaborative Learning
  28. Analogical comparison
  29. Analogical comparison principle
  30. Andes
  31. Application of SimStudent for Error Analysis
  32. Applying optimal scheduling of practice in the Chinese Learnlab
  33. Arithmetical fluency project
  34. Assistance
  35. Assistance Dilemma English Articles
  36. Assistance Hypothesis
  37. Assistance dilemma
  38. Assistance score
  39. Automaticity
  40. Availability
  41. Avoid Passive Learning
  42. Baker - Building Generalizable Fine-grained Detectors
  43. Baker - Closing the Loop
  44. Baker Choices in LE Space
  45. Basic skills training
  46. Between classroom design
  47. Booth
  48. Bottom out hint
  49. Bridging Principles and Examples through Analogy and Explanation
  50. CF December 2010
  51. CF February 2012
  52. CF June 2012
  53. CF March 2012
  54. CF November 2010
  55. CF September 2010
  56. CMDM Meetings
  57. CTAT
  58. Chemistry
  59. Chi - Induction of Adaptive Pedagogical Tutorial Tactics
  60. Chinese
  61. Chinese pinyin dictation
  62. Chunking
  63. Citations
  64. Cl2-18
  65. Clicking through hints
  66. Co-presence Of Text
  67. Co-training
  68. Co-training and pairing
  69. Co-training of Chinese charact
  70. Co-training of Chinese characters
  71. Cognitive Factors
  72. Cognitive Factors Monthly Meeting Notes
  73. Cognitive Tutor Authoring Tools
  74. Cognitive Tutors
  75. Cognitive headroom
  76. Cognitive load
  77. Cognitive task analysis
  78. Cognitive tutor
  79. Collaboration
  80. Collaboration scripts
  81. Collaboration skill
  82. Collaborative Problem-Solving Phase
  83. Collaborative Problem-Solving Script (CPS)
  84. Collaborative learning environment
  85. Collaboratively observe
  86. Collaboratively observing
  87. Collected User Requests
  88. Comparing sets
  89. Competition
  90. Competition Model
  91. Competitive interference
  92. Complementary
  93. Complete vs. incomplete example
  94. Completely justified example
  95. Composition Effect Kao Roll
  96. Composition Effect Kao Roll - old, please keep
  97. Computational Modeling and Data Mining
  98. Conceptual Learning in Chemistry
  99. Conceptual knowledge
  100. Conceptual tasks
  101. Condition in Student-Step Rollup
  102. Consolidation
  103. Contiguity
  104. Contiguous Representation
  105. Contiguous Representations for Robust Learning (Aleven & Butcher)
  106. Coordinated input training
  107. Coordination
  108. Coordinative Learning
  109. Corrective self-explanation
  110. Craig observing
  111. Craig questions
  112. Create a Feature Page
  113. Critical interaction
  114. Cue availability
  115. Cue reliability
  116. Cue strength
  117. Cue validity
  118. DB Merge
  119. DS680
  120. DS995
  121. DataShop
  122. DataShop 3.x Features
  123. DataShop 4.x Features
  124. DataShop 5.x Features
  125. DataShop Completed Features
  126. DataShop Feature Wish List
  127. DataShop On-going Features
  128. DataShop Pipeline
  129. Davy & MacWhinney - Spanish Sentence Production
  130. Declarative
  131. Deep-level question
  132. Deep-level reasoning question
  133. Deep/Reflection questions
  134. Destructive interference
  135. Development of a Novel Writing System
  136. DiBiano Personally Relevant Algebra Problems
  137. Dialogue Message Format
  138. Direct instruction
  139. Direct process
  140. Does learning from examples improved tutored problem solving?
  141. Does learning from worked-out examples improve tutored problem solving?
  142. Drill
  143. E-Learning Design Principles and Methods 2016
  144. E-Learning Design Principles and Methods 2017
  145. E-Learning Principles
  146. E-learning Design Principles 2013
  147. ELI Study on Activity Theory and student use of REAP (Spring 2007)
  148. ESL
  149. Ecological control group
  150. Educational Game Design and its attributes that affect learning
  151. Educational Game Design and its attributes that helps learning
  152. Educational Research Methods 10
  153. Educational Research Methods 2012
  154. Educational Research Methods 2013
  155. Educational Research Methods 2014
  156. Educational Research Methods 2017
  157. Effect of adding simple worked examples to problem-solving in algebra learning
  158. Elaborated Explanations
  159. Elaborative interaction
  160. Emergece Project (Chi)
  161. Encoding inhibition
  162. English
  163. Enhancing Learning through Computer Animation
  164. Entrenchment
  165. Error Bars
  166. Error correction support
  167. Error rate
  168. Example
  169. Example-rule coordination
  170. Example-rule coordination principle
  171. Expanding spacing interval
  172. Experience Alone
  173. Explicit and implicit knowledge of infinitival and gerundival verb complements in L2 speech
  174. Explicit instruction
  175. Extending Reflective Dialogue Support (Katz & Connelly)
  176. Extending the Self-Explanation Effect to Second Language Grammar Learning
  177. External representations
  178. FAQ for teachers
  179. FaCT System
  180. Fading
  181. Feature focusing
  182. Feature validity
  183. Features
  184. Features of Adaptive Assistance that Improve Peer Tutoring in Algebra (Walker, Rummel, Koedinger)
  185. Flat File Importer
  186. Flow
  187. Fluency
  188. Fluency Pressure
  189. Fluency Summer Intern Project
  190. Fluency Summer Intern Project 2008
  191. Fluency Summer Intern Project 2009
  192. Fluency Summer Intern Project 2010
  193. Fluency Summer Intern Project 2011
  194. Fluency pressure
  195. Focusing
  196. Forgetting
  197. Fostering fluency in second language learning
  198. Foundational skill building
  199. French
  200. FrenchCulture
  201. French gender attention
  202. French gender cue learning through optimized adaptive practice
  203. French gender cues
  204. French gender prototypes
  205. Gaming the system
  206. Geometry
  207. Geometry Greatest Hits
  208. Gifted
  209. Glossary Instructions
  210. Goal setting and its constructs
  211. Gordon - Temporal learning for EDM
  212. Grading
  213. Handwriting Algebra Tutor
  214. Hanzi
  215. Harnessing what you know
  216. Hausmann Diss
  217. Hausmann Study
  218. Hausmann Study2
  219. Help-seeking behavior
  220. Help Lite (Aleven, Roll)
  221. Help abuse
  222. Help avoidance
  223. Help facilities
  224. Hint sequence
  225. IPL Instructional Principles
  226. Impasse
  227. Implicit instruction
  228. Import File Request
  229. In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
  230. In vivo experiment
  231. Incorrect worked examples
  232. Indirect process
  233. Individual Problem-Solving Phase
  234. Individual differences
  235. Individually observe
  236. Input sources
  237. Instructional Principles and Hypotheses
  238. Instructional dimensions root
  239. Instructional events
  240. Instructional explanation
  241. Instructional method
  242. Instructional schedule
  243. Integrated Learning of Chinese
  244. Integrating Regular and Irregular Forms
  245. Integration
  246. Integration of reading, writing and typing in learning Chinese words
  247. Intelligent Writing Tutor
  248. Interaction plateau
  249. Interactive Communication
  250. Invention task
  251. Japanese fluency
  252. Jointly constructed explanation
  253. Juffs - Feature Focus in Word Learning
  254. KCM Cross Validation Values
  255. KC Model Sort
  256. KC Model in Transaction Export
  257. Klahr - TED
  258. Knowledge Construction Dialogues
  259. Knowledge component
  260. Knowledge component hypothesis
  261. Knowledge component model
  262. Knowledge component training
  263. Knowledge decomposability hypothesis
  264. Koedinger - Discovery of Domain-Specific Cognitive Models
  265. Koedinger - Toward a model of accelerated future learning
  266. LC Normalize Scale of Thumbnails
  267. LFA-AFM on Sample
  268. LFA-Search
  269. Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
  270. Learning About Emergence and Heat Transfer (Chi)
  271. Learning Chinese pronunciation from a “talking head”
  272. Learning Curve Point Info Details: Add Frequency
  273. Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  274. Learning Epistemologies
  275. Learning French gender cues with prototypes
  276. Learning Science and Technology Industries
  277. Learning a tonal language: Chinese
  278. Learning by problem solving
  279. Learning by worked-out examples
  280. Learning curve
  281. Learning cycle
  282. Learning event practice
  283. Learning event scheduling
  284. Learning event space
  285. Learning events
  286. Learning impasse
  287. Learning the role of radicals in reading Chinese
  288. Less is More
  289. Level adjustment
  290. Leverage Learning from Chemistry Visualizations (Ming & Schoenfield)
  291. Lexical effects
  292. Linking
  293. Locus of Control
  294. Long-term retention
  295. Macro-level framework
  296. Macro level
  297. Main Page
  298. Make Dataset Info Overview public
  299. Mapping
  300. Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
  301. Mastery
  302. Math Game Elements
  303. Mayer and McLaren - Social Intelligence And Computer Tutors
  304. McLaren - The Assistance Dilemma And Discovery Learning
  305. McLaren Assistance Dilemma And Discovery Learning
  306. McLaren et al - Conceptual Learning in Chemistry
  307. McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems
  308. Mental rotations during vocabulary training
  309. Metacognition
  310. Metacognition and Motivation
  311. Metrics
  312. Micro level
  313. Milliseconds
  314. Modality Principle
  315. Modeling
  316. Multi-media sources
  317. Multimedia sources
  318. Musings on Learning Events
  319. Nokes - Dialectical Interaction and Robust Learning
  320. Nokes - Game environments for Chemistry
  321. Nokes - Questionnaires
  322. Normal post-test
  323. Note-Taking: Coordination
  324. Note-Taking: Copy Paste
  325. Note-Taking: Focusing On Concepts
  326. Note-Taking: Focusing On Quantity
  327. Note-Taking: Restriction and Selection
  328. Note-Taking Technologies
  329. Observation
  330. Off-Task Behavior
  331. Opportunity
  332. Optimal spacing interval
  333. Optimized scheduling
  334. Optimizing the practice schedule
  335. Order KCs by BIC on Primary Model
  336. Orthography
  337. Other Analysis Outputs
  338. Overconfidence in Self-Efficacy
  339. PSLC GradStudents
  340. PSLC Integrated Project Summary
  341. PSLC People
  342. PSLC Postdocs
  343. PSLC Year 5 Projects
  344. Path choice
  345. Path effects
  346. Pavlik - Difficulty and Strategy
  347. Pavlik and Koedinger - Generalizing the Assistance Formula
  348. Peer tutoring
  349. Penn - Discovering a Domain Model for Organic Chemistry
  350. Perceptual Fluency in Geometry Achievement(Kao)
  351. Perfetti - Read Write Integration
  352. Performance Metrics
  353. Personalization
  354. Physics
  355. Physics example line
  356. Pinyin
  357. Place for General Papers
  358. Plateau study
  359. Politeness Principle
  360. Post-practice reflection
  361. Post-practice reflection (Katz)
  362. Practice
  363. Practice at Retrieval
  364. Pre and Post Test Data
  365. Presson and MacWhinney - Second Language Grammar
  366. Prior Knowledge
  367. Procedural
  368. Procedural tasks
  369. Process of Remembering
  370. Project Announcements in DataShop Web Application
  371. Project Page Template and Creation Instructions
  372. Prompted Self-explanation
  373. Prompted self-explanation principle
  374. Prompting
  375. Providing optimal support for robust learning of syntactic constructions in ESL
  376. Publications
  377. Push Button Import
  378. REAP Comparison to Classroom Instruction (Fall 2006)
  379. REAP ET
  380. REAP ET/Class Diagram
  381. REAP ET/Sequence Diagram
  382. REAP ET/UseCases
  383. REAP ET/Use Cases
  384. REAP ET/Use Cases/ResearcherSetsUpInterface
  385. REAP ET/Use Cases/StudentTakesSession
  386. REAP Multimodal Learning Fall 09
  387. REAP Study on Focusing of Attention (Fall 2006)
  388. REAP Study on Focusing of Attention (Spring 2007)
  389. REAP Study on Hearing Words Pronounced (Summer 2007)
  390. REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
  391. REAP Study on Personalization of Readings by Topic (Fall 2006)
  392. REAP Study on Question Types (Summer 2006)
  393. REAP Study on Vocabulary Stretch (Spring 2006)
  394. REAP Study on Word Sense Disambiguation (Summer 2007)
  395. REAP Study on the Correlation Between Automatically and Manually Generated Reading Comprehension Questions (Summer 2007)
  396. REAP main
  397. Recapitulation Phase
  398. Recency
  399. Refinement
  400. Refinement and Fluency
  401. Reflection questions
  402. Reflective Dialogues (Katz)
  403. Reliability
  404. Rename LFA to AFM
  405. Rename Pound Sign
  406. Repetition
  407. Research Goals
  408. Resnick Project
  409. Response bias
  410. Retention
  411. Retrieval inhibition
  412. Ringenberg Examples-as-Help
  413. Ringenberg Ill-Defined Physics
  414. Robust learning
  415. Robustness
  416. Roll - Inquiry
  417. Roll - Productive Failure in a Chemistry Virtual Lab
  418. Roll IPL
  419. Roll help seeking principle
  420. Root node
  421. Rose - Integrated framework for analysis of classroom discussions
  422. Rules vs. Analogy in Spanish Irregular Verbs
  423. Rummel Scripted Collaborative Problem Solving
  424. Savings in re-learning
  425. Scaffolding
  426. Scalability
  427. Scheduling
  428. Schema
  429. Self-Determination
  430. Self-correction
  431. Self-explanation
  432. Self-explanation: Meta-cognitive vs. justification prompts
  433. Self-supervised learning
  434. Self Efficacy
  435. Sense making
  436. Sequencing learning with multiple representations of rational numbers (Aleven, Rummel, & Rau)
  437. Social and Communicative Factors in Learning
  438. Sources
  439. Spaced practice
  440. Spanish Verb Conjugation
  441. Spanish fluency
  442. Speed up Aggregator
  443. Spelling rules
  444. Stability
  445. Static vs. Animated Visual Representations for Science Learning (Kaye, Small, Butcher, & Chi)
  446. Step
  447. Stoichiometry Study
  448. Strategies
  449. Strength
  450. Student Filter Dialog
  451. Student Uncertainty
  452. Student uncertainty
  453. Systematic Guessing
  454. Targeted Link Building in Search Engine Optimization SEO 16
  455. Task demands
  456. Temporal spacing
  457. Terms of Use
  458. Testing effect
  459. The Help Tutor Roll Aleven McLaren
  460. The Impact of Native Writing Systems on 2nd Language Reading
  461. The self-correction of speech errors (McCormick, O’Neill & Siskin)
  462. Think-aloud data
  463. Toothbrush Problem
  464. Training Geometry Concepts with Visual and Verbal Sources (Burchfield, Aleven, & Butcher)
  465. Transaction
  466. Transfer
  467. Treatment
  468. TuTalk
  469. Tutoring feedback
  470. Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice
  471. Understanding paired associate transfer effects based on shared stimulus components
  472. Understanding the proactive encoding inhibition effect, proactive retrieval inhibition effect and the retroactive destructive interference effect of errors during practice
  473. Unique File Name on Export
  474. Unlabeled examples
  475. Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
  476. Using learning curves to optimize problem assignment
  477. Using syntactic priming to increase robust learning
  478. Valid features
  479. Variable Learning I
  480. Variable Learning II
  481. Vicarious learning
  482. Visual-Verbal Learning (Aleven & Butcher Project)
  483. Visual-verbal coordination
  484. Visual-verbal integration
  485. Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
  486. Visual Representations in Science Learning
  487. WEight Loss
  488. Walker - Features of Adaptive Assistance that Improve Peer Tutoring in Algebra
  489. Walker A Peer Tutoring Addition
  490. Web Services
  491. Web Services - Add Custom Fields
  492. Web Services - Get Transactions and Student-Step Records
  493. Web application student-step format should be the same as web services version
  494. Wide spacing interval
  495. Within classroom design
  496. Wizard of oz (WOZ) spoken dialogue tutoring system
  497. Worked Examples
  498. Worked example principle
  499. Worked examples
  500. Working memory

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