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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 BEETLE II: A System for Tutoring and Computational Linguistics Experimentation Dzikovska, Myroslava O; Moore, Johanna D; Steinhauser, Natalie... In: DTIC (2010) BASE Show details 2 The Impact of Interpretation Problems on Tutorial Dialogue Dzikovska, Myroslava O.; Moore, Johanna D.; Steinhauser, Natalie... In: DTIC (2010) BASE Show details 3 Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues Callaway, Charles; Campbell, Gwendolyn; Dzikovska, Myroslava... In: Callaway, Charles; Campbell, Gwendolyn; Dzikovska, Myroslava; Fallow, Elaine; Moore, Johanna; & Steinhauser, Natalie. (2009). Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues. Proceedings of the Cognitive Science Society, 31(31). Retrieved from: http://www.escholarship.org/uc/item/3xw2x09f (2009) BASE Show details 4 Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues Campbell, Gwendolyn E.; Steinhauser, Natalie B.; Dzikovska, Myroslava; Moore, Johanna D.; Callaway, Charles B.; Farrow, Elaine In: DTIC (2009) Abstract: Research suggests that students who are aware of their own confusions and take steps to resolve those confusions are most likely to benefit from a learning experience. At the same time, there are conversational maxims, such as Leech's politeness maxims, that may inhibit a student from expressing and pursuing confusions within a tutorial dialogue. We investigated students' expressions of confusion while working through a series of learning activities with a tutor. We found that, during the times when students were working independently on an activity, their expressions of confusion were reliable indicators of their (lack of) understanding however, when they were conversing with their tutors, these same students did not express confusion and, in fact, the more often the expressed comprehension, the worse they performed on the post-test. This suggests that student metacognitive statements should not be interpreted without taking into consideration the context in which they were expressed. We briefly consider implications for human tutors and the development of computer tutoring systems. ; Presented at COGSI Annual Meeting of the Cognitive Science Society held at the VU University Amsterdam, 29 Jul-1 Aug 2009. The original document contains color images. Keyword: *COMPREHENSION; *COMPUTER AIDED INSTRUCTION; *LEARNING; COGNITION; Computer Programming and Software; COMPUTER TUTORING SYSTEMS; CONFUSION; Humanities and History; MAN COMPUTER INTERFACE; METACOGNITION; Psychology; STUDENTS; SYMPOSIA; TUTORIAL DIALOGUES; TUTORS URL: http://www.dtic.mil/docs/citations/ADA530033 http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA530033 BASE Hide details

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