Roman Taraban

Learn More
  • J. L. McClellanda, Mark St. Johna, Roman Tarabana, Roman Taraban
  • 2005
A N G U A G E A N D C O G N IT IV E P R O C E SS E S, 1 98 9 , 4 , ( 3/ 4) S I 2 87 3 35 Se nt en ce C om pr eh en si on : A P ar al le l D is tr ib ut ed Pr oc es si ng A pp ro ac h J. L . M cC le lla nd , M ar k St . J oh n , a nd R om an T ar ab an D ep ar tm en t o f Ps yc ho lo gy , C ar ne gi e M el lo n U ni ve rs ity , P itt sb ur gh , In th is p ap(More)
Research in education, psychology, and neuroscience motivates a hypothesis that learning takes time. Support for the hypothesis was found in four replications of an upper level undergraduate course in which the material and activities for 50% of the topics were delivered over the World-Wide Web. Computer records were correlated with three types of test(More)
In both traditional lecture-test courses and courses delivered over the World-Wide Web (WWW), both beginning and experienced college students reported studying almost exclusively just before exams. Automatic measures (computer records, WWW page hits, and electronic mail archives) confirmed the self-reported distributions of study times. Weekly deadlines(More)
Students learn and retain more as they become increasingly engaged with instructional materials. We describe active-learning teaching methods that we used to develop computer-based instruction modules for introductory thermodynamics. These methods, which can be generalized to other topics in engineering, include the use of interactive exercises, immediate(More)
Recent results in both machine learning and cognitive psychology demonstrate that e ective category learning involves an integration of theory and data. First, theories can bias induction, a ecting what category de nitions are extracted from a set of examples. Second, con icting data can cause theories to be revised. Third, theories can alter the(More)
Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However,(More)