From generating in the lab to tutoring systems in classrooms

Danielle McNamara, Matthew E. Jacovina, Erica L. Snow, Laura K. Allen

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.

Original languageEnglish (US)
Pages (from-to)159-172
Number of pages14
JournalAmerican Journal of Psychology
Volume128
Issue number2
DOIs
StatePublished - 2015

Fingerprint

Students
Learning
Religious Philosophies
Educational Psychology
Natural Language Processing
Cohort Effect
Antidotes
Information Storage and Retrieval
Tutoring
Education
Deliberate Practice
Writing Strategies
Research
Generation Effect
Skill Acquisition
Basic Writing
Disengagement
Knowledge Acquisition
Imperfect
Cognitive Psychology

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Arts and Humanities (miscellaneous)
  • Developmental and Educational Psychology

Cite this

From generating in the lab to tutoring systems in classrooms. / McNamara, Danielle; Jacovina, Matthew E.; Snow, Erica L.; Allen, Laura K.

In: American Journal of Psychology, Vol. 128, No. 2, 2015, p. 159-172.

Research output: Contribution to journalArticle

McNamara, Danielle ; Jacovina, Matthew E. ; Snow, Erica L. ; Allen, Laura K. / From generating in the lab to tutoring systems in classrooms. In: American Journal of Psychology. 2015 ; Vol. 128, No. 2. pp. 159-172.
@article{2ec305be9f0642eeb3e5a991d0544fba,
title = "From generating in the lab to tutoring systems in classrooms",
abstract = "Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.",
author = "Danielle McNamara and Jacovina, {Matthew E.} and Snow, {Erica L.} and Allen, {Laura K.}",
year = "2015",
doi = "10.5406/amerjpsyc.128.2.0159",
language = "English (US)",
volume = "128",
pages = "159--172",
journal = "American Journal of Psychology",
issn = "0002-9556",
publisher = "University of Illinois Press",
number = "2",

}

TY - JOUR

T1 - From generating in the lab to tutoring systems in classrooms

AU - McNamara, Danielle

AU - Jacovina, Matthew E.

AU - Snow, Erica L.

AU - Allen, Laura K.

PY - 2015

Y1 - 2015

N2 - Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.

AB - Work in cognitive and educational psychology examines a variety of phenomena related to the learning and retrieval of information. Indeed, Alice Healy, our honoree, and her colleagues have conducted a large body of groundbreaking research on this topic. In this article we discuss how 3 learning principles (the generation effect, deliberate practice and feedback, and antidotes to disengagement) discussed in Healy, Schneider, and Bourne (2012) have influenced the design of 2 intelligent tutoring systems that attempt to incorporate principles of skill and knowledge acquisition. Specifically, this article describes iSTART-2 and the Writing Pal, which provide students with instruction and practice using comprehension and writing strategies. iSTART-2 provides students with training to use effective comprehension strategies while self-explaining complex text. The Writing Pal provides students with instruction and practice to use basic writing strategies when writing persuasive essays. Underlying these systems are the assumptions that students should be provided with initial instruction that breaks down the tasks into component skills and that deliberate practice should include active generation with meaningful feedback, all while remaining engaging. The implementation of these assumptions is complicated by the ill-defined natures of comprehension and writing and supported by the use of various natural language processing techniques. We argue that there is value in attempting to integrate empirically supported learning principles into educational activities, even when there is imperfect alignment between them. Examples from the design of iSTART-2 and Writing Pal guide this argument.

UR - http://www.scopus.com/inward/record.url?scp=84929329188&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84929329188&partnerID=8YFLogxK

U2 - 10.5406/amerjpsyc.128.2.0159

DO - 10.5406/amerjpsyc.128.2.0159

M3 - Article

C2 - 26255437

AN - SCOPUS:84929329188

VL - 128

SP - 159

EP - 172

JO - American Journal of Psychology

JF - American Journal of Psychology

SN - 0002-9556

IS - 2

ER -