Grant Closed

Awards for Research in Cognition and Student Learning

NCER

Program: Unsolicited

Award amount: $5,500

Principal investigator: Jennifer Wiley

Awardee:

University of Illinois, Chicago

Year: 2007

Award period: 5 years (09/15/2007 - 09/14/2012)

Project type:

Other

Award number: R305U070001

Purpose

There is currently a great need but limited supply of high quality research at the intersection of the cognitive science and education research communities. Many research areas and traditions within cognitive science offer great promise for informing education practice, yet capacity needs to be built by encouraging researchers to direct their interests and methodological skills toward research questions in this important area. In order to stimulate research programs at this important intersection, and build interest in future research in this area, the Cognitive Science Society will present an annual award for the best paper on the topic of cognition and student learning presented at the annual meeting. These prizes are intended to encourage more effort toward understanding the processes that underlie effective real-world learning, and are intended to lead to stronger research in this area.

People and institutions involved

IES program contact(s)

Elizabeth Albro

Commissioner of Education Research

NCER

Products and publications

Proceeding

Jackson, T.G., Guess, R.H., and McNamara, D.S. (2009). Assessing Cognitively Complex Strategy Use in an Untrained Domain. In Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2164-2169). Austin, TX: Cognitive Science Society.

Jamalian, A. (2012). Gestures Alter Thinking About Time. In Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 503-508). Austin, TX: Cognitive Science Society.

Oppenheimer, D. (2010). Fortune Favors the Bold (and the Italicized): Effects of Disfluency on Educational Outcomes. In Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2739-2742). Austin, TX: Cognitive Science Society.

Ramscar, M. (2011). How Children Learn to Value Numbers: Information Structure and the Acquisition of Numerical Understanding. In Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 2514-2519). Austin, TX: Cognitive Science Society.

Salden, R., Aleven, V., Renkly, A., and Schwonke, R. (2008). Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support. In Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 589-594). Austin, TX: Cognitive Science Society.