How Can We Make Active Learning Work in K–12 Education? Considering Prerequisites for a Successful Construction of Understanding

por Brod, Garvin
Publicado 2021

Toward an understanding of when prior knowledge helps or hinders learning

por Brod, Garvin
Publicado 2021

Predicting as a learning strategy

por Brod, Garvin
Publicado 2021

Does It Really Matter? Separating the Effects of Musical Training on Syntax Acquisition

por Brod, Garvin, Opitz, Bertram
Publicado 2012

Lighting the wick in the candle of learning: generating a prediction stimulates curiosity

por Brod, Garvin, Breitwieser, Jasmin
Publicado 2019

Applying the science of learning to EdTech evidence evaluations using the EdTech Evidence Evaluation Routine (EVER)

por Kucirkova, Natalia, Brod, Garvin, Gaab, Nadine
Publicado 2023

Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?

por Schmitterer, Alexandra M. A., Brod, Garvin
Publicado 2021

The Influence of Prior Knowledge on Memory: A Developmental Cognitive Neuroscience Perspective

por Brod, Garvin, Werkle-Bergner, Markus, Shing, Yee Lee
Publicado 2013

Seeing the Error in My “Bayes”: A Quantified Degree of Belief Change Correlates with Children’s Pupillary Surprise Responses Following Explicit Predictions

por Colantonio, Joseph, Bascandziev, Igor, Theobald, Maria, Brod, Garvin, Bonawitz, Elizabeth
Publicado 2023

Explicitly predicting outcomes enhances learning of expectancy-violating information

por Brod, Garvin, Greve, Andrea, Jolles, Dietsje, Theobald, Maria, Galeano-Keiner, Elena M.
Publicado 2022