Search results for: Susan R. Goldman

Items from 1 to 14 out of 14 results

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The complex relationship between personal sense of connection to animals and self‐reported proenvironmental behaviors by zoo visitors

Alejandro Grajal, Jerry F. Luebke, Lisa‐Anne DeGregoria Kelly, Jennifer Matiasek, more

Conservation Biology > 31 > 2 > 322 - 330

The global biodiversity crisis requires an engaged citizenry that provides collective support for public policies and recognizes the consequences of personal consumption decisions. Understanding the factors that affect personal engagement in proenvironmental behaviors is essential for the development of actionable conservation solutions. Zoos and aquariums may be some of the only places where many...

article

Common Themes in Teaching Reading for Understanding: Lessons From Three Projects

Susan R. Goldman, Catherine Snow, Sharon Vaughn

Journal of Adolescent & Adult Literacy > 60 > 3 > 255 - 264

This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple...

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Knowledge building in teacher professional learning communities: Focus of meeting matters

Jacquelynn S. Popp, Susan R. Goldman

Teaching and Teacher Education > 2016 > 59 > C > 347-359

Professional learning communities (PLCs) of teachers have potential as powerful professional development contexts. However, efforts to characterize and document teacher PLCs suggest that productive learning is the exception rather than the rule. This mixed methods case study derived indicators of knowledge building discourse and examined their prevalence in nine PLC meetings among English Language...

article

Development and initial validation of the Literature Epistemic Cognition Scale (LECS)

Mariya A. Yukhymenko-Lescroart, Stephen W. Briner, Joseph P. Magliano, Kimberly Lawless, more

Learning and Individual Differences > 2016 > 51 > C > 242-248

Learning and problem solving in the natural sciences and history is affected by epistemic cognition. Likewise, it has recently been proposed that the same is true for interpreting literature, although there is little empirical research on how individual differences in epistemic cognition for literary reading impact literary interpretation (Lee, Goldman, Levine, & Magliano, 2016). The development...

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Erratum to: Assessing the use of multiple sources in student essays

Peter Hastings, Simon Hughes, Joseph P. Magliano, Susan R. Goldman, more

Behavior Research Methods > 2012 > 44 > 3 > 634-634

article

Assessing the use of multiple sources in student essays

Peter Hastings, Simon Hughes, Joseph P. Magliano, Susan R. Goldman, more

Behavior Research Methods > 2012 > 44 > 3 > 622-633

The present study explored different approaches for automatically scoring student essays that were written on the basis of multiple texts. Specifically, these approaches were developed to classify whether or not important elements of the texts were present in the essays. The first was a simple pattern-matching approach called “multi-word” that allowed for flexible matching of words and phrases in...

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Choosing and using multiple information sources: Some new findings and emergent issues

Susan R. Goldman

Learning and Instruction > 2011 > 21 > 2 > 238-242

This commentary highlights important contributions of four empirical investigations of how people sort through the masses of information that are now available to them and find what they need to solve some problem or make some decision. These studies demonstrate the impact of differences among information sources and the role that these differences play in people's evaluations of sources and use of...

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Explorations of relationships among learners, tasks, and learning

Susan R. Goldman

Learning and Instruction > 2009 > 19 > 5 > 451-454

Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kürschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the “same” learning environment is differentially demanding and...

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SEEK Web tutor: fostering a critical stance while exploring the causes of volcanic eruption

Arthur C. Graesser, Jennifer Wiley, Susan R. Goldman, Tenaha O’Reilly, more

Metacognition and Learning > 2007 > 2 > 2-3 > 89-105

We investigated the impact of a Web tutor on college students’ critical stance and learning while exploring Web pages on science. Critical stance is an aspect of self-regulated learning that emphasizes the need to evaluate the truth and relevance of information as the learner engages in systematic inquiry to answer challenging questions. The Web tutor is called SEEK, an acronym for Source, Evidence,...

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Learning in complex domains: When and why do multiple representations help?

Susan R. Goldman

Learning and Instruction > 2003 > 13 > 2 > 239-244

article

Exploring importance of location and prior knowledge of environment on mobile robot control

Ali Şafak Sekmen, Mitch Wilkes, Susan R. Goldman, Saleh Zein-Sabatto

International Journal of Human - Computer Studies > 2003 > 58 > 1 > 5-20

Advances in technologies to create ever more sophisticated robots is outpacing our understanding of how such robots and humans successfully interact to accomplish specific tasks. In particular, it is now possible for humans to control the navigation of certain classes of robots via the Internet. Yet, we know little about how individual differences variables such as spatial ability and prior knowledge...

article

Use of latent semantic analysis for predicting psychological phenomena: Two issues and proposed solutions

Michael B. W. Wolfe, Susan R. Goldman

Behavior Research Methods > 2003 > 35 > 1 > 22-31

Latent semantic analysis (LSA) is a computational model of human knowledge representation that approximates semantic relatedness judgments. Two issues are discussed that researchers must attend to when evaluating the utility of LSA for predicting psychological phenomena. First, the role of semantic relatedness in the psychological process of interest must be understood. LSA indices of similarity should...

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Issues for deeper understanding of visual learning processes and representations

Susan R. Goldman

European Journal of Psychology of Education > 1999 > 14 > 2 > 295-300

article

Computer technology and complex problem solving: Issues in the study of complex cognitive activity

Susan R. Goldman, Linda K. Zech, Gautam Biswas, Tom Noser

Instructional Science > 1999 > 27 > 3-4 > 235-268

Goals and plans organize much of complex problem solving behavior and are often inferable from action sequences. This paper addresses the strengths and limitations of inferring goals and plans from information that can be derived from computer traces of software used to solve mathematics problems. We examined mathematics problem solving activity about distance, rate, time relationships in a computer...

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