Disembodied AI and the limits to machine understanding of students' embodied interactions.

The in the Learning Sciences has fueled growth of multimodal learning analytics to understand embodied interactions and make consequential educational decisions about students more rapidly, more accurately, and more personalized than ever before. Managing demands of complexity and speed is leading to growing reliance by education systems on disembodied artificial intelligence (dAI) programs, which, ironically, are inherently incapable of interpreting students' embodied interactions. This is fueling a potential .

The Effect of Cognitive Relevance of Directed Actions on Mathematical Reasoning.

Theories of grounded and embodied cognition offer a range of accounts of how reasoning and body-based processes are related to each other. To advance theories of grounded and embodied cognition, we explore the cognitive relevance of particular body states to associated math concepts. We test competing models of action-cognition transduction to investigate the cognitive relevance of directed actions to students' mathematical reasoning in the area of geometry.

Low agreement among reviewers evaluating the same NIH grant applications.

Obtaining grant funding from the National Institutes of Health (NIH) is increasingly competitive, as funding success rates have declined over the past decade. To allocate relatively scarce funds, scientific peer reviewers must differentiate the very best applications from comparatively weaker ones. Despite the importance of this determination, little research has explored how reviewers assign ratings to the applications they review and whether there is consistency in the reviewers' evaluation of the same application.

Teachers' gestures and students' learning: sometimes "hands off" is better.

During mathematics instruction, teachers often make links between different representations of mathematical information, and they sometimes use gestures to refer to the representations that they link. In this research, we investigated the role of such gestures in students' learning from lessons about links between linear equations and corresponding graphs. Eighty-two middle-school students completed a pretest, viewed a video lesson, and then completed a posttest comparable to the pretest.

'Your comments are meaner than your score': score calibration talk influences intra- and inter-panel variability during scientific grant peer review.

In scientific grant peer review, groups of expert scientists meet to engage in the collaborative decision-making task of evaluating and scoring grant applications. Prior research on grant peer review has established that inter-reviewer reliability is typically poor. In the current study, experienced reviewers for the National Institutes of Health (NIH) were recruited to participate in one of four constructed peer review panel meetings.

Grounded and embodied mathematical cognition: Promoting mathematical insight and proof using action and language.

We develop a theory of grounded and embodied mathematical cognition (GEMC) that draws on action-cognition transduction for advancing understanding of how the body can support mathematical reasoning. GEMC proposes that participants' actions serve as inputs capable of driving the cognition-action system toward associated cognitive states. This occurs through a process of transduction that promotes valuable mathematical insights by eliciting dynamic depictive gestures that enact spatio-temporal properties of mathematical entities.

Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.

Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals.

Learning sciences.

The aims of the learning sciences (LS) are to understand the nature of learning from a broad range of perspectives, and to shape the ways that learning environments and resources are designed and used. LS incorporates both systemic and elemental approaches to investigating questions about learning, as a complement to the primarily elemental approach emphasized in cognitive science research. Thus, its greatest potential is in the integration of systemic and elemental perspectives.

Trade-offs between grounded and abstract representations: evidence from algebra problem solving.

This article explores the complementary strengths and weaknesses of grounded and abstract representations in the domain of early algebra. Abstract representations, such as algebraic symbols, are concise and easy to manipulate but are distanced from any physical referents. Grounded representations, such as verbal descriptions of situations, are more concrete and familiar, and they are more similar to physical objects and everyday experience.