Diane Litman, LRDC Senior Scientist, has been elected to a three-year term as Councilor of the Association for the Advancement of Artificial Intelligence (AAAI), a nonprofit scientific society devoted to advancing the scientific understanding of the mechanisms underlying thought and intelligent behavior and their embodiment in machines.
Two new Institute for Education Sciences (IES) grants have been awarded for the following projects: For Argument’s Sake: Applying Questioning the Author Techniques to Support Comprehension and Composition of Written Argument (Principal Investigator, LRDC Research Associate, Amy Crosson; Co-Principal Investigators: LRDC senior scientists and School of Education faculty members Margaret McKeown, Lindsay Clare Matsumura, and Richard Correnti) and Returning to Our Roots: Development of a Morphology Intervention to Bolster Academic Vocabulary Knowledge for Adolescent English Learners (Principal Investigator, LRDC Research Associate, Amy Crosson; Co-Principal Investigator: LRDC senior scientist Margaret McKeown).
Engagement and Motivation to Learn
As students everywhere head back to the classroom much of their academic success will depend on classroom engagement and motivation for learning. Scholarship in the area of motivation shows that engagement goes beyond attending classes and submitting homework. It encompasses cognitive, emotional, behavioral, and social components. Student engagement has taken a prominent place in psychology and education because of its potential for addressing problems of student boredom, low achievement, and high dropout rates. When students have a high level of school engagement, they are more likely to be resilient in the face of challenges and setbacks and proactively seek ways to succeed. LRDC researchers are engaged in several lines of work designed to clarify the impact of social and motivational factors on learning and performance. John Levine and Timothy Nokes-Malach are using laboratory experiments to investigate the conditions under which disagreement and debate in small groups enhance participants’ thinking and learning. Levine also is conducting experiments on group learning, with a special focus on the conditions under which newcomers change the work practices of teams they enter. Nokes-Malach is investigating how students’ beliefs about the nature of intelligence affect their ability to profit from different forms of instruction. This laboratory research is complemented by field research in a variety of settings. For example, Christian Schunn and Kevin Crowley are conducting research to identify the characteristics of young children that lead to engagement with science learning as well as to design learning environments that promote such outcomes. The Center for Learning in Out-of-School Settings (UPCLOSE), directed by Crowley studies engagement in learning in a variety of settings, including museums, afterschool programs, and on the Web and at home.
In September 2014, new faculty hire Kevin Binning (PhD., UCLA) added to the Center’s high priority area of motivation for learning. Binning studies first-generation college students with an emphasis on interventions that support students self-affirmation and persistence. In September 2015, Brain Galla (PhD, UCLA) who studies motivational factors that support academic achievement and positive youth development joined the faculty. They join a team made up of the more senior Levine and Nokes-Malach and 2014 hire Ming-Te Wang, whose Laboratory for Developmental and Motivation Research at the School of Education is collecting longitudinal data on students’ academic trajectories to better understand students’ and teachers’ characterization of engagement and how students become and remain engaged as they age.
Notes from LRDC Alumni
Robert G. “Bob” Hausmann,
This is very much inspired by Dr. Glaser’s mission to improve education through the synergy between researchers and practitioners. In fact, this week’s post is about Micki’s work on self-explanation and might be of interest to the LRDC community.
Understanding revision planning in peer-reviewed writing. Baikadi, A., Schunn, C., & Ashley, K. (2015). Proceedings of the 8th International Conference on Educational Data Mining, 1-4. Article here.
When is it better to learn together? Insights from research on collaborative learning. Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). Educational Psychology Review. Article here.
Longitudinal evaluation of corticospinal tract in patients with resected brainstem cavernous malformations using high-definition fiber tractography and diffusion connectometry analysis: preliminary experience. Faraji, A. H., Abhinav, K., Jarbo, K., Yeh, F.-C., Shin, S. S., Pathak, S., Hirsch, B. E., Schneider, W., Fernandez-Miranda, J. C., Friedlander, R. M. (2015). Journal of Neurosurgery. Article here.
Interpretation of informational questions modulated by joint knowledge and intonational contours. Brown-Schmidt, S., Fraundorf, S. H. (2015). Journal of Memory and Language, 84, 49-74. Article here.
Extracting argument and domain words for identifying argument components in texts. Nguyen, H., Litman, D. J. (2015). Proceedings of the 2nd Workshop on Argumentation Mining, 22-28. Article here.
Bringing postnatural history into view. Pell, R. W., & Allen, L. B. (2015). American Scientist, 103(3), 224. Article here.
Comprehending the impossible: What role do selectional restriction violations play? Warren, T., Millburn, E., Patson, N. D., & Dickey, M. W. (2015). Language, Cognition and Neuroscience. Article here.
Re-thinking intelligence: Schools that build the mind. Resnick, L. B., & Schantz, F. (2015). European Journal of Education. Article here.