Difference between revisions of "Explainee moves"

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<h2>Acknowledgment responses</h2>
An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
<!-- <ref>Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref> -->
-->
<h2>Assertion question</h2>
An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.<!--" \parencite{graesser1994question}. -->
-'''Explainee:''' ['Connectone?']
-'''Explainer:''' ['Connectome.']
-'''Explainee:''' ['''''To be honest, I have no idea.'''''] ---> '''''Assertion question'''''
-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
-'''Explainee:''' ['Whoa.']
<h2>Causal antecedent question</h2>
A Causal antecedent question requires a long answer. Causal antecedent questions are formed according to the following abstract specification: "What state or event causally led to an event or state?". An example of causal antecedent question would be: "How did this experiment fail?"
<!--\parencite{graesser1994question} -->
-'''Explainer:''' ["So what's your major?"]
-'''Explainee:''' ['Chemical engineering.']
-'''Explainer:''' ['''''What made you choose that?'''''] ---> '''''Causal antecedent question'''''
-'''Explainee:''' ['Like any freshman,', 'going into chemical engineering,', 'I was like, I like chemistry!', "So I'm gonna go into chemical engineering.", 'But luckily I also like', 'all the math and all the science too.']
<h2>Comparison question</h2>
A Comparison question requires a long answer. Comparison questions are formed according to the following abstract specification: "How is X similar to Y? How is X different from F?". An example of Comparison question would be: "What is the difference between a t test and an F test?"
<!--\parencite{graesser1994question} -->
-'''Explainer:''' ['''''So what's the connection between neutron stars and black holes?'''''] ---> '''''Comparison question'''''
-'''Explainee:''' ['So, as I understand it,', "a black hole is sort of like a neutron star's big brother.", "It's more intense, though.", 'If you have so much matter when a star is collapsing', "that it can't hold itself up, it collapses to a black hole,", 'and those are so dense that space-time breaks down', 'in some way or another.']
-'''Explainer:''' ['Black holes are so amazing', 'that when the neutron star stops', "and there's something actually there.", "There's material there.", "If it's so heavy it becomes a black hole,", 'so it keeps falling,', 'once the event horizon of the black hole forms,', 'which is the shadow,', "the curve that's so strong that not even light can escape,", 'the material keeps falling.', 'And like you said, maybe space-time breaks down', 'right at the center there, but whatever happens,', "the star's gone, that black hole is empty.", 'So in a weird way black holes are a place and not a thing.']
-'''Explainee:''' ['So is there a sensible way to talk', "about what's inside a black hole,", 'or is that, should you think of it', 'as there is no space-time inside?']
<h2>Concept completion question</h2>
A concept completion question is a type of short answer question. concept completion questions are formed according to the following abstract specification: "Who? What? What is the referent of a noun argument slot?". An example of concept completion question would be as follows: "Who ran this experiment?"
<!--\parencite{graesser1994question} -->
-'''Explainer:''' ["[Donna] So you're a college student?"]
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ["[Donna] '''''And what's your major?'''''"]---> '''''Concept completion question'''''
-'''Explainee:''' ["I'm an engineering physics major with a minor in math.", "I'm in the three, two program for biomedical engineering."]
<h2>Deep follow-up</h2>
<h2>Deep follow-up</h2>
a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->. Examples of deep follow-ups are as follows:
a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
Examples of deep follow-ups are as follows:


   Text  sentence  #16: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   Context: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
     -Tutor:“blood actually flows out through there.”
     -Tutor:“blood actually flows out through there.”
     -Student:(deep follow-up) “This contracts like a balloon and forces this venous blood up here.”
     -Student: '''''This contracts like a balloon and forces this venous blood up here.''''' ---> '''''deep follow-up'''''




   Text sentence #43: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther   from the cube.
   Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.
     -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
     -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
     -Student:(deep follow-up) “Until, until equilibrium is accomplished.”
     -Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''




<h2>Definition question</h2>
A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"
<!--\parencite{graesser1994question} -->


'''Example (1):'''
  -'''''What is a t test?'''''----> '''''Definition question'''''
'''Example (2):'''
-'''Explainer:''' ['So have you ever heard of something called a black hole?']
-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''
-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']
-'''Explainee:''' ['No, not at all.']
<h2>Enablement question</h2>
An Enablement question requires a long answer. Enablement questions are formed according to the following abstract specification: "What object or resource allows an agent to perform an action?". An example of Enablement question would be: "What device allows you to measure stress?"
<!--\parencite{graesser1994question} -->
<h2>Example question</h2>
A Example question requires a long answer. Example questions are formed according to the following abstract specification: "What is an example label or instance of the category?". An example of Example question would be: "What is an example of a factorial design?" <!--\parencite{graesser1994question} -->
-'''Explainer:''' ['What do you say when something is one dimensional?', '''''What's an example of something that's one dimensional?''''']---> '''''Example question'''''
-'''Explainee:''' ['Hmm, I think one dimensional might be a circle, I guess,', 'or maybe a line.']
-'''Explainer:''' ['A line is the perfect example']
-'''Explainee:''' ['Yeah, a line.']
<h2>Expectational question</h2>
An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?"  <!-- \parencite{graesser1994question} -->
Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:
-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''
-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''
-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.
<h2>Feature specification question</h2>
A Feature specification question requires a short answer. Feature specification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have?". An example of feature specification question would be: "What are the properties of a bar graph?" <!--\parencite{graesser1994question}-->
-'''Explainer:''' ['And what are you studying?']
-'''Explainee:''' ["I'm studying soft matter physics,", 'which involves the physics of squishy stuff.', 'We make microswimmers in the laboratory', 'and we drive them with a laser.']
-'''Explainer:''' ['''''And what kind of laser do you use?'''''] ---> '''''Feature specification question'''''
-'''Explainee:''' ["We use a 10 watt laser, it's a fiber laser."]
<h2>Goal orientation question</h2>
A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the. motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
<!--\parencite{graesser1994question} -->
-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
-'''Explainee:''' ['I would want to make a unicorn out of atoms.']
-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']
-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''
-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
-'''Explainee:''' ['Cool.']
<h2>Instrumental/procedural question</h2>
An Instrumental/procedural question requires a long answer.  Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <!-- \parencite{graesser1994question} -->
-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''
-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my    main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']
<h2>Interpretation question</h2>
An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <!--\parencite{graesser1994question} -->
<h2>irrelevant substantive response</h2>
Irrelevant responses are those that are not responsive to the Tutor’s comments but are nonetheless substantive <!--\parencite{chi2008observing}-->. The underlined example below is an example of an irrelevant but substantive response:
-Tutor: It seems reasonable?
-Tutee: That the Earth is accelerating.
-Tutor: Because of these masses.
-Tutee: [tutee laughs] No. Those are some pretty big masses.
<h2>Non-substantive response</h2>
A nonsubstantive segment is defined as a continuer, a repetition, an agreement, or off-task remarks <!-- \parencite{chi2008observing}-->. For example, to the Tutor explanation shown below the Tutee has responded with “alright,” which would be coded as a nonsubstantive response:
'''Example (1):'''
  -'''Tutor:''''' See this equation is true for constant acceleration.
        Now the acceleration is constant here.
        Forces are not changing on the weight so the acceleration is constant.
  -'''Tutee:''' alright.
'''Example (2):'''
-'''Explainer:''' ["So essentially, the way I'd apply negative harmony", 'would be this idea of polarity, you know,', 'between the overtone series and the undertone series,', 'or you know, the one side and the other side.', 'The perfect and the play goal.', 'The feeling of a minor perfect--', '(keyboard music)', "Resolving, it's so moving, you know?", "And it's a good alternative to something like,", '(keyboard music)']
-'''Explainee:''' ["It's funny, you know, you doing that", 'makes something in a major key', 'sound like kind of a wistful sad song.']
-'''Explainer:''' ['''''Right.''''']
-'''Explainee:''' ['You know, you changed the feeling of it,', 'what otherwise would, you know, if you were to tell a kid', 'that this is a major song, we should be happy.']
-'''Explainer:''' ['Exactly, yeah.', 'No, for sure.', 'And, you know, F major can be something you arrive in from,', 'if you arrive in F major from D flat,', "then it's like the sun's come up."]
-'''Explainee:''' ['''''Right.'''''] ----> '''''Non-substantive response'''''
-'''Explainer:''' ['But if you arrive in F major from A major,', "then it's like the sun's gone in."]
-'''Explainee:''' ['''''Interesting.'''''] ----> '''''Non-substantive response'''''
-'''Explainer:''' ["So, there's a lot about context, I think.", "Once you have a language, it's about using it", 'and applying it in those emotional ways.', "I think that's what makes the difference."]
-'''Explainee:''' ['''''All right.'''''] ----> '''''Non-substantive response'''''
       
<h2>no-response</h2>
a non-constructive and non-interactive type of responses would be ones whereby the students either ignore the tutors’ comments or simply give no responses <!--\parencite{chi2008observing}-->.
<h2>off-task remark</h2>
off-task referring to learners' behaviour/remark, where they lose focus on a relevant activity (usually set by the teacher) and engage in irrelevant action or conversation <!--\parencite{chi2008observing}-->
<h2>Quantification question</h2>
A Quantification question requires a short answer. Quantification questions are formed according to the following abstract specification: "What qualitative attributes does entity X have? What is the value of a quantitative variable? How many?" <!--\parencite{graesser1994question}-->
'''Example (1):'''
-"How many degrees of freedom are on this variable?"
'''Example (2):'''
-'''Explainer:''' [Try look over there and concentrate on his face over there., 'Can you see me waving my hand without turning your eyes?']
-'''Explainee:''' ['No.']
-'''Explainer:''' ['Alright, so, at some point,', 'you can probably see it right now?', 'So without moving your eyes, this is kind of hard,', "tell me '''''how many fingers I'm holding up?'''''] ---> '''''Quantification question'''''
-'''Explainee:''' ['Uh, three?']
<h2>relevant substantive response</h2>
Substantive segments can be further divided into those that are relevant or irrelevant. Relevant substantive segments are those that are responsive to the Tutor’s comments in the sense of building on or following up to the Tutor’s comments. The following underlined segment would be an example of a relevant substantive response <!--\parencite{chi2008observing}--> 
-Tutor: If I push it, it’s, velocity becomes some—something.
-Tutee: Mm hmm. [tutee nods yes]
-Tutor: So from zero to something, there is a change.
-Tutee: Ok, so yeah.// It wouldn’t be a constant.
<h2>Request clarification</h2>
A move which applies when some of the input has been understood <!--\parencite{karagjosova2005dialogue}-->. It has basically the form of questions, but can be also an imperative i.e., it can be an action directive
Examples:
-What do you mean by F (F a formula)?
-What should the x represent?
-What does that mean?
-Is that the answer to my question or a new attempt at a solution?
-Please explain your step more precisely!
<h2>Self-initiated responses</h2>
a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read <!--\parencite{CHI2001471}-->.


<h2>shallow follow-up</h2>
<h2>shallow follow-up</h2>
a shallow follow-up is an elaborative paraphrase of what the tutor said. <!--\parencite{CHI2001471}-->. Examples of shallow follow-ups are as follows:
a shallow follow-up is an elaborative paraphrase of what the tutor said. <!--\parencite{CHI2001471}-->.<ref name="CHI2001471"/> Examples of shallow follow-ups are as follows:


     Text  sentence  #1:  Human  life  depends  on  the  distribution  of  oxygen,  hormones,  and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes.
     Text  sentence  #1:  Human  life  depends  on  the  distribution  of  oxygen,  hormones,  and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes.
   -Tutor:  “Basically, what we are talking about is the circulatory system is an exchange of materials.”
   -Tutor:  “Basically, what we are talking about is the circulatory system is an exchange of materials.”
   -Student:  (shallow  follow-up)  “You take  out  the  waste  and  you  put  in  the nutrients.”
   -Student:  '''''You take  out  the  waste  and  you  put  in  the nutrients.''''' ----> '''''shallow  follow-up'''''




   Text  sentence  #16: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   Text  sentence  #16: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
     -Tutor: “OK. So opening and closing, what would that do?”
     -Tutor: “OK. So opening and closing, what would that do?”
     -Student: (shallow follow-up) “It would allow the blood to enter like from the atrium without it falling straight through.”
     -Student: '''''It would allow the blood to enter like from the atrium without it falling straight through.''''' ----> '''''shallow  follow-up'''''




<h2>Signal understanding</h2>
An utterance which signals understanding. Any utterance that does not explicitly signal non-understanding implicitly indicates understanding <!--\parencite{karagjosova2005dialogue}-->.


<h2>Substantive segment</h2>
We reserve this move mostly for mathematical practices. A substantive segment/response is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
        -'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
        -'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''


<h2>Signal partial understanding</h2>
An utterance which signals partial understanding.


-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']
-'''Explainee''': ['Yes, a lot.']
-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']
-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''
<h2>Signal non-understanding</h2>
An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <!-- \parencite{karagjosova2005dialogue} -->
  The following statements signals non-understanding:
  -I don't understand your question
  -What do you mean by that?
  -What do you mean?
<h2>Substantive segment</h2>
A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}-->. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
        -Tutor: See this equation is true for constant acceleration.
                Now the acceleration is constant here.
                Forces are not changing on the weight so the acceleration is constant.
        -Tutee: The initial velocity is zero then.
       
<h2>Verification question</h2>       
A verification question requires the answer “yes” or “no”. Verification questions are formed according to the following abstract specification: "Is a fact true? Did an event occur?". An example of verification question would be as follows: "Is the answer 5?" <!---\parencite{graesser1994question}--->


'''Example (1):'''
-'''Explainer''': "Do you know what we're gonna talk about today?","It's called blockchain."
-'''Explainee''': "What's blockchain?"
-'''Explainer''': "That's a really good question.","It's actually a way that we can trade.","Do you know what trade is?"
-'''Explainee''':  Mmm-hmm, it's when you take turns doing something.",  '''''It's when you give up most of what you want, right?''''' ---> '''''Verification Question'''''


'''Example (2):'''
-'''Explainer:''' ['''''Have you ever heard of harmony?'''''] ---> '''''Verification Question'''''
-'''Explainee:''' ['Yes.']
-'''Explainer:''' ['Okay, so what do you think harmony is?']
-'''Explainee:''' ["I think basically it's like, one person has the lower", 'voice and then like, girl usually has the higher voice', 'and then they blend it together.']




==Notes==
==Notes==
<references />
<references />

Latest revision as of 11:46, 28 September 2022

Deep follow-up

a deep follow-up, which is an elaborative inference that extends what the tutor said .[1] Examples of deep follow-ups are as follows: 

  Context: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   -Tutor:“blood actually flows out through there.”
   -Student: This contracts like a balloon and forces this venous blood up here. ---> deep follow-up



  Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.
   -Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
   -Student:Until, until equilibrium is accomplished. ---> deep follow-up



shallow follow-up

a shallow follow-up is an elaborative paraphrase of what the tutor said. .[1] Examples of shallow follow-ups are as follows: 

   Text  sentence  #1:  Human  life  depends  on  the  distribution  of  oxygen,  hormones,  and nutrients to cells in all parts of the body and on the removal of carbon dioxide and other wastes.
  -Tutor:  “Basically, what we are talking about is the circulatory system is an exchange of materials.”
  -Student:  You  take  out  the  waste  and  you  put  in  the nutrients. ----> shallow  follow-up



  Text  sentence  #16: Each  of  the  valves  consists  of  flaps  of  tissue  that  open  as  blood  is pumped out of the ventricles.
   -Tutor: “OK. So opening and closing, what would that do?”
   -Student: It would allow the blood to enter like from the atrium without it falling straight through. ----> shallow  follow-up


Substantive segment

We reserve this move mostly for mathematical practices. A substantive segment/response is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations [2]. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one: 

       -Tutor: See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
       -Tutee: The initial velocity is zero then. ---> Substantive response




Notes

  1. ↑ 1.0 1.1 Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.
  2. ↑ Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341
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