Daniel H Robinson
Datos Biográficos
| ID | 1126875 |
|---|---|
| NOMBRE | Daniel H Robinson |
| NOMBRES | Daniel H |
| APELLIDO | Robinson |
| FIRMA | ROBINSON D H |
| AFILIACIONES | The University of Texas at Arlington |
| ORCID | 0000-0003-0384-704X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 41 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Why Growth Mindset Training Alone may not Improve Academic Outcomes
Interventions designed to improve student learning and achievement are essential to the mission of educational psychology and education in general. However, determining which interventions have strong empirical evidence and which do not can be challenging, especially for the general public (Cleary & Robinson, 2025 ). In the present Reflection, we compared and contrasted the evidence base of two interventions: Growth Mindset Training (GMT) and ret…
Testing and the Paradoxes of Fairness
How can admissions officers, employers, and scholarship committees maximize the accuracy of prediction of individual performance while minimizing adverse impact due to group differences? Testing offers a straightforward solution to the first half of this problem. Tests are the best way to predict how someone will perform in school, in the military, in medicine, or while controlling airline traffic and flying a plane. Tests are also useful beyond …
Institutionalized Misinformation in US Education
Similar to medicine and climate science, education suffers from the spread of misinformation in the United States. Learning styles are an approach that, despite being shown to be ineffective at benefiting learning, is oversold in education, continuing to be extensively implemented, institutionalized, and widely believed to benefit learning. At the same time, over a century of rigorous experimental evidence indicates the effectiveness of spaced le…
How Scientific Is Cognitive Load Theory Research Compared to the Rest of Educational Psychology
Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in terms of the research designs used and the extent to which recommendations for practice are justified. As Brady and colleagues found, a large percentage of the educational psychology artic…
Just how much multitasking can students handle during lecture? Effects of question frequency and relevancy, and note taking on retention
Giving Peace to Europe
As William Pepperrell, the famed commander of New England's expedition against Louisbourg, was laid to rest at Kittery Point in 1759, his eulogist praised the departed general for giving peace to Europe. This sermon spoke to an influential yet scarcely studied strand of British North American public discourse, in which colonists meditated upon the workings of the eighteenth-century European state system and the developing role of the British Empi…
Illuminating the Effects of Dynamic Lighting on Student Learning
Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artific…
The Strange Case of the Changing Graph
Skidmore and Thompson (this issue of Educational Researcher ) imply that a graph was changed with the intent to promote more experimental research in education. In this response, the author presents evidence that challenges this implication and concludes that the changed graph does not accurately capture the declining trend of experimental methods in education research
The Incidence of “Causal” Statements in Teaching-and-Learning Research Journals
The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of “causal” statements (e.g., if …
An Interview with Gene V. Glass
Shaping Up the Practice of Null Hypothesis Significance Testing
Recent criticisms of null hypothesis significance testing (NHST) have appeared in education and psychology research journals (e.g., Cohen, 1990 , 1994 ; Kupfersmid, 1988 ; Rosenthal, 1991 ; Rosnow & Rosenthal, 1989; Shaver, 1985 ; Sohn, 2000 ; Thompson, 1994 , 1997 ; see also Research in the Schools [1998]). In this article we discuss these criticisms for both current use of NHST and plausible future use. We suggest that the historical use of suc…
Research news and Comment
Support, in the form of both a fable and a framework, is provided for a two-step approach to the estimation and discussion of effect sizes. A distinction is made between single-study decision-oriented research and multiple-study syntheses. The concept of “conclusion coherence” (the consistency between statistical and verbal inference is introduced and illustrated within each investigative context
Research news and Comment
In this comment, we propose some modifications to Thompson’s (1996) recent suggestions for AERA editorial policy on statistical significance testing. First, we discuss the potential problems, both procedural and conceptual, that could arise from professional journals mandating the addition of the modifier “statistically” to “significant.” If language remains an issue of consequence, however, findings stemming from rejected null hypotheses could b…
Reflections on Statistical and Substantive Significance, with a Slice of Replication
Labour History Holdings at the National Archives of Canada in Oral History
Research news and Comment
In this comment, we propose some modifications to Thompson’s (1996) recent suggestions for AERA editorial policy on statistical significance testing. First, we discuss the potential problems, both procedural and conceptual, that could arise from professional journals mandating the addition of the modifier “statistically” to “significant.” If language remains an issue of consequence, however, findings stemming from rejected null hypotheses could b…
Shaping Up the Practice of Null Hypothesis Significance Testing
Recent criticisms of null hypothesis significance testing (NHST) have appeared in education and psychology research journals (e.g., Cohen, 1990 , 1994 ; Kupfersmid, 1988 ; Rosenthal, 1991 ; Rosnow & Rosenthal, 1989; Shaver, 1985 ; Sohn, 2000 ; Thompson, 1994 , 1997 ; see also Research in the Schools [1998]). In this article we discuss these criticisms for both current use of NHST and plausible future use. We suggest that the historical use of suc…
Reflections on Statistical and Substantive Significance, with a Slice of Replication
An Interview with Gene V. Glass
The Incidence of “Causal” Statements in Teaching-and-Learning Research Journals
The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of “causal” statements (e.g., if …
The Strange Case of the Changing Graph
Skidmore and Thompson (this issue of Educational Researcher ) imply that a graph was changed with the intent to promote more experimental research in education. In this response, the author presents evidence that challenges this implication and concludes that the changed graph does not accurately capture the declining trend of experimental methods in education research
Labour History Holdings at the National Archives of Canada in Oral History
Research news and Comment
In this comment, we propose some modifications to Thompson’s (1996) recent suggestions for AERA editorial policy on statistical significance testing. First, we discuss the potential problems, both procedural and conceptual, that could arise from professional journals mandating the addition of the modifier “statistically” to “significant.” If language remains an issue of consequence, however, findings stemming from rejected null hypotheses could b…
Reflections on Statistical and Substantive Significance, with a Slice of Replication
Research news and Comment
Support, in the form of both a fable and a framework, is provided for a two-step approach to the estimation and discussion of effect sizes. A distinction is made between single-study decision-oriented research and multiple-study syntheses. The concept of “conclusion coherence” (the consistency between statistical and verbal inference is introduced and illustrated within each investigative context
Shaping Up the Practice of Null Hypothesis Significance Testing
Recent criticisms of null hypothesis significance testing (NHST) have appeared in education and psychology research journals (e.g., Cohen, 1990 , 1994 ; Kupfersmid, 1988 ; Rosenthal, 1991 ; Rosnow & Rosenthal, 1989; Shaver, 1985 ; Sohn, 2000 ; Thompson, 1994 , 1997 ; see also Research in the Schools [1998]). In this article we discuss these criticisms for both current use of NHST and plausible future use. We suggest that the historical use of suc…
An Interview with Gene V. Glass
The Incidence of “Causal” Statements in Teaching-and-Learning Research Journals
The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of “causal” statements (e.g., if …
Illuminating the Effects of Dynamic Lighting on Student Learning
Light is universally understood as essential to the human condition. Yet light quality varies substantially in nature and in controlled environments leading to questions of which artificial light characteristics facilitate maximum learning. Recent research has examined lighting variables of color temperature, and illumination for affecting sleep, mood, focus, motivation, concentration, and work and school performance. This has resulted in artific…
The Strange Case of the Changing Graph
Skidmore and Thompson (this issue of Educational Researcher ) imply that a graph was changed with the intent to promote more experimental research in education. In this response, the author presents evidence that challenges this implication and concludes that the changed graph does not accurately capture the declining trend of experimental methods in education research
Giving Peace to Europe
As William Pepperrell, the famed commander of New England's expedition against Louisbourg, was laid to rest at Kittery Point in 1759, his eulogist praised the departed general for giving peace to Europe. This sermon spoke to an influential yet scarcely studied strand of British North American public discourse, in which colonists meditated upon the workings of the eighteenth-century European state system and the developing role of the British Empi…
Just how much multitasking can students handle during lecture? Effects of question frequency and relevancy, and note taking on retention
How Scientific Is Cognitive Load Theory Research Compared to the Rest of Educational Psychology
Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in terms of the research designs used and the extent to which recommendations for practice are justified. As Brady and colleagues found, a large percentage of the educational psychology artic…
Testing and the Paradoxes of Fairness
How can admissions officers, employers, and scholarship committees maximize the accuracy of prediction of individual performance while minimizing adverse impact due to group differences? Testing offers a straightforward solution to the first half of this problem. Tests are the best way to predict how someone will perform in school, in the military, in medicine, or while controlling airline traffic and flying a plane. Tests are also useful beyond …
Institutionalized Misinformation in US Education
Similar to medicine and climate science, education suffers from the spread of misinformation in the United States. Learning styles are an approach that, despite being shown to be ineffective at benefiting learning, is oversold in education, continuing to be extensively implemented, institutionalized, and widely believed to benefit learning. At the same time, over a century of rigorous experimental evidence indicates the effectiveness of spaced le…
Why Growth Mindset Training Alone may not Improve Academic Outcomes
Interventions designed to improve student learning and achievement are essential to the mission of educational psychology and education in general. However, determining which interventions have strong empirical evidence and which do not can be challenging, especially for the general public (Cleary & Robinson, 2025 ). In the present Reflection, we compared and contrasted the evidence base of two interventions: Growth Mindset Training (GMT) and ret…
Psychology (11 obras) · Mathematics education (6 obras) · Computer Science (5 obras) · Mathematics (5 obras) · Statistics (5 obras) · Econometrics (4 obras) · Social Psychology (4 obras) · Statistical hypothesis testing (4 obras) · Educational research (3 obras) · Epistemology (3 obras)