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{
    "pk": 26226,
    "title": "Benefits for Grounded Feedback over Correctness in a Fraction Addition Tutor",
    "subtitle": null,
    "abstract": "Do students activate conceptual and procedural knowledgesimultaneously when learning fraction addition? In groundedfeedback, student actions on a target, to-be-learnedrepresentation are reflected in a more familiar feedbackrepresentation to promote conceptual learning withinprocedural practice. An experiment with 163 4th and 5thgraders shows improved learning with a grounded feedbacktutor over a symbols-only control with step-level right/wrongfeedback. Learning with grounding also transferred tosymbols-only assessment items, providing some support forthe simultaneous activation view.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "fraction addition; simultaneous activation;magnitude representation"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/1359c6kj",
    "frozenauthors": [
        {
            "first_name": "Eliane",
            "middle_name": "Stampfer",
            "last_name": "Wiese",
            "name_suffix": "",
            "institution": "University of California, Berkely",
            "department": ""
        },
        {
            "first_name": "Rony",
            "middle_name": "",
            "last_name": "Patel",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        },
        {
            "first_name": "Kenneth",
            "middle_name": "R.",
            "last_name": "Koedinger",
            "name_suffix": "",
            "institution": "Carnegie Mellon University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26226/galley/15862/download/"
        }
    ]
}