Welcome to the AAA lab website. Software downloads are not yet available, but there is plenty of information! Students! Click the picture to start Vetlet! NEWS AND EVENTS: Kristen Blair's educational iPad game Critter Corral is now available in the iTunes store! Ugochi Acholonu became a Postdoctoral Scholar in the College of Computing at Depaul University. Lindsay Oishi became the Product Owner of Progress & Measurement at Global English (Pearson). Jessica Tsang became the Director of Curriculum and Research at Kidaptive, Inc. Dylan Arena became the Co-founder and Chief Learning Officer of Kidaptive, Inc. Cathy Chase became a Postdoctoral Fellow in Human-Computer Interaction and Psychology at Carnegie Mellon University. AAALab is part of a NSF-funded Science of Learning Center called LIFE. Current and forthcoming publications from the AAALab: The mental representation of integers: An abstract-to-concrete shift in the understanding of mathematical concepts. Sashank Varma & Daniel L. Schwartz. Cognition. How to build educational neuroscience: Two approaches with concrete instances. Daniel L. Schwartz, Kristen P. Blair, & Jessica Tsang. British Journal of Educational Psychology Monograph Series II. Resisting overzealous transfer: Coordinating previously successful routines with needs for new learning. Daniel L. Schwartz, Catherine C. Chase, and John D. Bransford. Educational Psychologist. A value of concrete learning materials in adolescence.  Kristen P. Blair & Daniel L. Schwartz. In Reyna, V. F., Chapman, S., Dougherty, M., & Confrey, J. (Eds.), The adolescent brain: Learning, reasoning and decision making. Beyond natural numbers: Negative number representation in parietal cortex. Kristen P. Blair, Miriam Rosenberg-Lee, Jessica M. Tsang, Daniel L. Schwartz, and Vinod Menon. Frontiers in Human Neuroscience. Parallel Prototyping Leads to Better Design Results, More Divergence, and Increased Self-Efficacy. Steven P. Dow, Alana Glassco, Jonathan Kass, Melissa Schwarz, Daniel L. Schwartz, and Scott R. Klemmer. ACM Transactions on Computer-Human Interaction. Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Daniel L. Schwartz, Catherine C. Chase, Marily A. Oppezzo, & Doris B. Chin. In press. Journal of Education Psychology. Preparing students for future learning with Teachable Agents. Doris B. Chin, Ilsa M. Dohmen, Britte H. Cheng, Marily A. Oppezzo, Catherine C. Chase, and Daniel L. Schwartz. In press. Educational Technology Research & Development. Choice-based assessments for the digital age. Daniel L. Schwartz & Dylan Arena. White paper for the MacArthur Foundation. Teachable agents and the protege effect: Increasing the effort towards learning. Catherine Chase, Doris B. Chin, Marily Oppezzo, & Daniel L. Schwartz. Accepted pending revision, Journal of Science Education and Technology. Prospective adaptation in the use of external representations.  Lee Martin & Daniel L. Schwartz. Cognition & Instruction. Constructivism in an age of non-constructivist assessments.  Daniel L. Schwartz, Robb Lindgren & Sarah Lewis. In T. Duffy and S. Tobias (Eds.), Constructivist instruction: Success or failure. Scientific and pragmatic challenges for bridging education and neuroscience. Sashank Varma, Bruce McCandliss, & Daniel L. Schwartz. Educational Researcher It takes expertise to make expertise: Some thoughts about why and how and Reflections on the Themes in Chapters 15-18. John D. Bransford & Daniel L. Schwartz. To appear in A. Ericsson (Ed.), Handbook of Expertise. Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Xiaodong Lin, Daniel L. Schwartz, & John D. Bransford. Human Development It’s a homerun! Using mathematical discourse to support the learning of statistics. Kathy Himmelberger & Daniel L. Schwartz. Mathematics Teacher How should educational neuroscience conceptualize the relation between cognition and brain function? Mathematical reasoning as a network process. Sashank Varma & Daniel L. Schwartz. Educational Research. Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, and A. C. Graesser (Eds.), Handbook of Metacognition in Education. Reflection at the crossroads of cultures. Xiaodong Lin & Daniel L. Schwartz. Mind, Culture, & Activity. Dynamic Transfer and Innovation. Daniel L. Schwartz, Sashank Varma, & Lee Martin. In S. Vosniadou (Ed.), International Handbook of Research on Conceptual Change. The Mere Belief of Social Interaction Improves Learning. Sandra Okita, Jeremy Bailenson, & Daniel L. Schwartz. Cognitive Science Conference (2007). Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Daniel L. Schwartz & Taylor Martin. Cognition and Instruction. Efficiency and Innovation in Transfer. Daniel L. Schwartz, David Sears, & John D. Bransford. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1 - 51). CT: Information Age Publishing.. How Mathematics Propels the Development of Physical Knowledge. Daniel L. Schwartz, Taylor Martin, & Jay Pfaffman. Journal of Cognition and Development. Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts. Taylor Martin & Daniel L. Schwartz. Cognitive Science. Designs for Knowledge Evolution: Towards a prescriptive theory for integrating first- and second-hand knowledge . Daniel L. Schwartz, Taylor Martin, & Na’ilah Nasir. In P. Gardenfors & P. Johansson (Eds.), Cognition, Education, and Communication Technology. Animations of thought: Interactivity in the teachable agents paradigm . Schwartz, D. L., Pilner, K. B., Biswas, G., Leelawong, K., & Davis, J. In R. Lowe & W.Schnotz (Eds.), Learning with Animation: Research and Implications for Design. UK: Cambridge University Press. Learning by teaching: A new agent paradigm for educational software . Biswas, Schwartz, Leelawong, Vye, & TAG-V. Applied Artificial Intelligence, 19, 363-392. Instrumentation and Innovation in Design Experiments: Taking the Turn to Efficiency . Daniel L. Schwartz, Jammie Chang, & Lee Martin. In A. Kelly & R. Lesh (Eds.), Design research methods in education. It is not television anymore: Designing digital video for learning and assessment . Daniel L. Schwartz & K. Hartman. In R. Goldman, R. P Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences. Young Children's Understanding of Animacy and Entertainment Robots . Sandra Okita & Daniel L. Schwartz. In International Journal of Humanoid Robotics,3. Spatial representations and imagery in learning . Daniel L. Schwartz & Julie Heiser. In K. Sawywe (Ed.), Handbook of the Learning Sciences(pp 283-298). Cambridge University Press. Towards teacher's adaptive metacognition . Xiaodong Lin, Daniel L. Schwartz & Giyoo Hatano. Educational Psychologist, 40, 245-256 Pedagogical agents for learning by teaching: Teachable Agents . Kristen Blair, Daniel L. Schwartz, Gautam Biswas & Krittaya Leelawong.  Educational Technology Distributed learning and mutual adaptation . Daniel L. Schwartz & Taylor Martin. Pragmatics & Cognition, 14, 313-332. Reconsidering prior knowledge . Daniel L. Schwartz, David Sears, & Jammie Chang. In M. Lovett and P. Shah (Eds.), Thinking with Data. Mahwah,NJ: Erlbaum.

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