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{
    "pk": 29786,
    "title": "Science & engineering goals: Learning about the control-of-variable strategy from",
    "subtitle": null,
    "abstract": "Children struggle to conduct controlled tests, even with explicit instruction (Chen & Klahr, 1999). How learners approachmultivariable tasks can be affected by task goals; a scientist uncovers causal regularities whereas an engineer produceseffects (Klahr, et al., 2011). This study investigated whether science vs. engineering goals presented in a narrative picturebook influenced childrens ability to conduct a controlled test.Six-to-8-year-olds (N=72) were first pre-tested on their ability to design a controlled test of a variable predicting how fara ball travels down to a ramp. Children were then read a picture book that contained a science (conduct controlled test) orengineering (create faster ramp) goal. Next, they completed an identical post-test and transfer-test with two new variables.Childrens ability to design a controlled test improved significantly from pre- to post-test (p=.008) and marginally frompre-test to transfer (p=.067) in both conditions, suggesting that children learned from both goals.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Poster Session 2",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6pg2v67f",
    "frozenauthors": [
        {
            "first_name": "Vaunam",
            "middle_name": "",
            "last_name": "Venkadasalam",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Lynn",
            "middle_name": "G.",
            "last_name": "Nguyen",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Nicole",
            "middle_name": "",
            "last_name": "Larsen",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Angela",
            "middle_name": "",
            "last_name": "Nyhout",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Patricia",
            "middle_name": "",
            "last_name": "Ganea",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2020-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29786/galley/19640/download/"
        }
    ]
}