{"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/"}]}