Pittsburgh Science of Learning Center (PSLC)
www.learnlab.org/
Summary
What is the Pittsburgh Science of Learning Center?
Pittsburgh Science of Learning Center (PSLC) supports research on robust learning and is creating a research facility, LearnLab.
What is LearnLab?
Learnlab is a facilty designed to dramatically increase the ease and speed with which learning researchers can create the rigorous, theory-based experiments that pave the way to an understanding of robust learning.
Run jointly by Carnegie Mellon University and the University of Pittsburgh, LearnLab makes use of advanced technologies to facilitate the design of experiments that combine the realism of classroom field studies and the rigor of controlled theory-based laboratory studies.
People
- Schneider, Walter
- Resnick, Lauren B.
- Fiez, Julie
- VanLehn, Kurt
- Litman, Diane J.
- Nokes, Timothy James
- Reichle, Erik
- Tokowicz, Natasha
- Perfetti, Charles A.
Project Publications
- Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (in press). Problem solving and human expertise. International Encyclopedia of Education, 3rd Edition. Oxford, UK: Elsevier.
- Resnick, L.B., Michaels, S., & O’Connor, C. (in press). How (well structured) talk builds the mind. In R. Sternberg & D. Preiss (Eds.), From Genes to Context: New Discoveries about Learning from Educational Research and Their Applications. New York: Springer.
- Sohmer, R., Michaels, S., O’Connor, M.C., & Resnick, L.B. (2009). Guided construction of knowledge in the classroom: The Troika of well-structured talk, tasks, and tools. In B. Schwarz & T. Dreyfus (Eds.), Advances in Learning and Instruction. (pp. 105-129) London: Elsevier.
- Wang, M., Koda, K., & Perfett, C.A. (in press). Language and writing systems are both important in learning to read: A reply to Yamada. Cognition.
- Nokes, T. J., & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In the Proceedings of the 8th International Conference of the Learning Sciences. Mahwah. NJ: Erlbaum.
- Aleven, V., Ashley, K., Lynch, C., Pinkwart, N. Defining domains: A literature survey. Proceedings of the Workshop on Intelligent Tutoring Systems for Ill-defined Domains at the 8th International Conference on Intelligent Tutoring Systems (ITS). 2006. Pages 1-10.
- Chi, M. Can Tutors Monitor Students' Understanding Accurately?. Cognition and Instruction. 2004. Pages 363-387.
- Wang, M., Liu, Y., & Perfetti, C.A. (2004). The implicit and explicit learning of Chinese orthographic structure and function by alphabetic readers. Scientific Studies of Reading, 8(4), 357-379.
- Tokowicz, N., Kroll, J. F., De Groot, A. M. B., & Van Hell, J. G. (2002). Number-of-translation norms for Dutch-English translation pairs: A new tool for examining language production. Behavior Research Methods, Instruments, and Computers, 34, 435-451.
