Cognition and Student Learning Education Research

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Carnegie Mellon University
Principal Investigator: Dr. Robert S. Siegler
Using cognitive analyses to improve children's math and science learning

This research project is designed to determine how differences in initial conceptual understanding affect children's learning of mathematics and science, and test alternative instructional strategies to improve learning that address these differences.

Columbia University
Principal Investigators: Dr. Carol S. Dweck and Dr. Jennifer Mangels
The influence of students' intelligence beliefs on attention, information processing, and learning: A neurophysiological analysis

The researchers of this project are using electrophysiological techniques to examine how students with different beliefs about intelligence attend to and process information in difficult learning tasks, and whether modifying these beliefs supports learning, despite task difficulty and stereotypes about intelligence.

Northern Illinois University
Principal Investigator: Dr. M. Anne Britt
Improving students' comprehension and construction of arguments

The primary objective of this study is to develop and evaluate the effectiveness of an instructional program for teaching students to better comprehend and produce arguments using a simple Web-based tutoring system.

Northwestern University
Principal Investigator: Dr. David H. Uttal
Learning from symbolic objects

The goal of these investigators is to determine whether experience with visually attractive concrete objects interferes with children's use of letters, numbers, and mathematical symbols.

University of California, Los Angeles
Principal Investigator: Dr. Robert Bjork
Introducing desirable difficulties for educational applications in science

Laboratory research indicates that in many cases, interventions that appear to make learning more difficult and slow the rate of learning can actually be effective in enhancing long-term retention of information. The goal of this research is to determine whether the benefits of these "desirable difficulties" demonstrated in laboratory tasks can generalize to realistic educational materials and contexts involving middle school and college students using the Web-Based Inquiry Science Environment (WISE) program.

University of California, Riverside
Principal Investigator: Dr. H. Lee Swanson
Age-related changes in word problem solving and working memory

The purpose of this research is to identify the mechanisms by which working memory influences word problem solving accuracy for children in Grades 1 - 3 who have normal mathematical abilities or who are at risk of math difficulties.

University of California at San Diego
Principal Investigator: Dr. Harold E. Pashler
Optimizing resistance to forgetting

This study looks at ways to extend basic research on memory beyond the laboratory setting in order to evaluate highly effective strategies that can be used to optimize the use of study time and improve students' ability to retain information.

Wayne State University
Principal Investigator: Dr. Virginia Delaney-Black
Learning process: Longitudinal impact of community violence

The investigators of this project are examining the relation between exposure to school or community violence and academic achievement, and the effects of violence on working memory, motivation, and anxiety.

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Last Modified: 05/04/2005