Joel R Levin
Biographic Data
| ID | 1659294 |
|---|---|
| NAME | Joel R Levin |
| GIVEN NAMES | Joel R |
| FAMILY NAME | Levin |
| SIGNATURE | LEVIN J R |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 72 |
| TOTAL CITATIONS | 99 |
| AUTHOR COUNT | 71 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Reporting guidelines for single-case experimental design research: Recommendations for data analysis
Extraneous Details on Lego Bricks Can Prompt Children’s Inappropriate Counting Strategies in Fraction Division Problem Solving
Extraneous details in visual representations can prompt children to use well-rehearsed, yet inappropriate, strategies that can hinder mathematics learning. Prior domain knowledge can reduce the negative effects of extraneous details in instructional materials. The present study tested whether prior knowledge of fractions and instruction on measurement division (MD) could overcome children’s inappropriate counting strategies when solving fraction …
Pairing phrase‐cued text with readers theatre: Effects on reading prosody and automaticity
Background We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase‐cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence‐based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience. Methods Ten first‐ to third‐grade students (ages 6–9 …
Academic and behavior combined support: A single-case practice-based replication study
Problem solving team interventions: Web-based and consultant-based experimental evaluations
Single-case intervention research design standards: Additional proposed upgrades and future directions
Different randomized multiple-baseline models for different situations: A practical guide for single-case intervention researchers
Academic and Behavior Combined Support: Evaluation of an integrated supplemental intervention for early elementary students
Single-case design standards: An update and proposed upgrades
Single-Case Research Design and Analysis (Psychology Revivals)
Single-Case Research Design and Analysis: New Directions for Psychology and Education
Single-Case Intervention Research Design Standards
In an effort to responsibly incorporate evidence based on single-case designs (SCDs) into the What Works Clearinghouse (WWC) evidence base, the WWC assembled a panel of individuals with expertise in quantitative methods and SCD methodology to draft SCD standards. In this article, the panel provides an overview of the SCD standards recommended by the panel (henceforth referred to as the Standards) and adopted in Version 1.0 of the WWC’s official p…
Educational/Psychological Intervention Research Circa 2012
The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research. We begin by discussing the notion of evidence-based interventions and identifying specific methodological components needed to produce the credible evidence that is so often lacking in educational/psychological intervention research. With examples drawn from intervention studies in the…
Probability and Hypothesis Testing
Does an activity-based learning strategy improve preschool children's memory for narrative passages
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 …
Pictorial Illustrations Still Improve Students' Learning from Text
Research news and Comment: Rejoinder: Statistical Hypothesis Testing, Effect-Size Estimation, and the Conclusion Coherence of Primary Research Studies
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
Fostering Students' Statistical and Scientific Thinking: Lessons Learned From an Innovative College Course
Current research and theory indicate that college students' scientific and statistical reasoning skills are deficient, but can be improved through instruction. Accordingly, an innovative statistics course was developed for the undergraduate education curriculum at the University of Wisconsin—Madison. The course promoted the idea “that the purpose of statistics is to organize a useful argument from quantitative evidence based on a form of principl…
Statistical Practices of Educational Researchers: An Analysis of their Anova, Manova, and Ancova Analyses
Articles published in several prominent educational journals were examined to investigate the use of data analysis tools by researchers in four research paradigms: between-subjects univariate designs, between-subjects multivariate designs, repeated measures designs, and covariance designs. In addition to examining specific details pertaining to the research design (e.g., sample size, group size equality/inequality) and methods employed for data a…
In Memoriam
Research news and Comment: Reflections on Statistical and Substantive Significance, With a Slice of Replication
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
A controlled, powerful multiple-comparison strategy for several situations
The multiple-comparison procedure originally proposed by R. A. Fisher (1935) for the 1-way analysis of variance context has several desirable properties when K (the number of groups) is equal to 3. In this article, the logic of the procedure is described in conjunction with those properties. A discussion follows of how the Fisher procedure can be similarly applied in a number of other K=3 (and, more generally, 2-degree-of-freedom) hypothesis-test…
New developments in pairwise multiple comparisons: Some powerful and practicable procedures
Recent developments in procedures for conducting pairwise multiple comparisons of means prompted an empirical investigation of several competing techniques. Monte Carlo results revealed that the newer multistage sequential procedures maintain their familywise Type I error probabilities while exhibiting power that is superior to the traditional competitors. Of all procedures examined, the modified Peritz (1970) procedure (Seaman, Levin, Serlin, & …
Research news and Comment: Reflections on Statistical and Substantive Significance, With a Slice of Replication
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…
Appropriate Post Hoc Comparisons for Interaction and Nested Hypotheses in Analysis of Variance Designs: The Elimination of Type IV Errors
PREVIOUS ARTICLEManipulating Abstract Thinking as a Subability to Problem Solving in the Context of an English Curriculum
New developments in pairwise multiple comparisons: Some powerful and practicable procedures
Recent developments in procedures for conducting pairwise multiple comparisons of means prompted an empirical investigation of several competing techniques. Monte Carlo results revealed that the newer multistage sequential procedures maintain their familywise Type I error probabilities while exhibiting power that is superior to the traditional competitors. Of all procedures examined, the modified Peritz (1970) procedure (Seaman, Levin, Serlin, & …
A general statistical framework for assessing categorical clustering in free recall
Reflections on Statistical and Substantive Significance, with a Slice of Replication
A Concrete Strategy for Remembering Abstract Prose
In four experiments, eighth-grade students were given short prose passages that described the distinguishing attributes of fictitious towns. Illustrations were devised to represent the designated attributes, either separately, thematically, or thematically in conjunction with the mnemonic keyword method. Keyword illustrations proved to be highly effective facilitators of students’ memory for and organization of the critical passage information. T…
Mnemonic Versus Nonmnemonic Vocabulary-learning Strategies for Children
Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In Experiment 1, pupils used either a mnemonic (“keyword”) contextual or a verbal contextual procedure. In Experiment 2, three other conditions were compared to the keyword context condition. They included a no-strategy control condition and two other contextual variations: (a) an experiential context condition that had been used previously, an…
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 …
How Does the Keyword Method Affect Vocabulary Comprehension and Usage
THE KEYWORD METHOD of vocabulary learning involves forming a linkage between a to-be-learned vocabulary word and a familiar English word that sounds like part of the to-be-learned item (the keyword). Then the learner forms an interactive image between the keyword and definition referents. In previous research, the keyword method has been found to facilitate students' recall of definitions, given vocabulary items. In this study, use of the method …
Facilitating the Acquisition of Science Facts in Learning Disabled Students
Fifty-six learning disabled students were presented materials describing minerals of North America. For each mineral, the students had to learn three associated attributes: the mineral's hardness level, its color, and its common use. The students were randomly assigned to four different methods of study. The two principal conditions were direct instruction, where students were taught eight minerals according to the basic principles of direct inst…
Developmental changes in assessing recall and recognition memory capacity
Type IV errors and interactions
Fostering Students' Statistical and Scientific Thinking: Lessons Learned From an Innovative College Course
Current research and theory indicate that college students' scientific and statistical reasoning skills are deficient, but can be improved through instruction. Accordingly, an innovative statistics course was developed for the undergraduate education curriculum at the University of Wisconsin—Madison. The course promoted the idea “that the purpose of statistics is to organize a useful argument from quantitative evidence based on a form of principl…
A controlled, powerful multiple-comparison strategy for several situations
The multiple-comparison procedure originally proposed by R. A. Fisher (1935) for the 1-way analysis of variance context has several desirable properties when K (the number of groups) is equal to 3. In this article, the logic of the procedure is described in conjunction with those properties. A discussion follows of how the Fisher procedure can be similarly applied in a number of other K=3 (and, more generally, 2-degree-of-freedom) hypothesis-test…
Scientific Mnemonomies: Methods for Maximizing More Than Memory
College undergraduates were asked to study a hierarchical plant classification system according to one of two provided organizational strategies: (a) afigural taxonomy, which consisted of labeled boxes and connecting lines to represent, respectively, the nodes and links of the hierarchy; (b) a pictorial mnemonomy, in which the unfamiliar plant terms were recoded into more familiar concepts, which were then thematically related to other terms on t…
Learning-Disabled Students’ Memory for Expository Prose: Mnemonic Versus Nonmnemonic Pictures
Sixty-seven learning-disabled (LD) students read passages that offered reasons for dinosaur extinction. The reasons were presented in decreasing order of their plausibility. Students were randomly assigned to one of three experimental conditions: In the nonmnemonic-picture condition, pictorial representations of each reason accompanied the text; in the mnemonic-picture condition, the same pictorial representations included direct mnemonic links t…
Statistical tests for correlated proportions: Some extensions
Does an activity-based learning strategy improve preschool children's memory for narrative passages
Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions
Michael Pressley, Barbara L. Snyder, Joel R. Levin, Harry G. Murray, Elizabeth S. Ghatala, Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions, Reading Research Quarterly, Vol. 22, No. 2 (Spring, 1987), pp. 219-236
Effects of a Mnemonic Imagery Strategy on Good and Poor Readers' Prose Recall
JUNIOR HIGH school students representing aboveand below-average reading levels read several passages about the accomplishments of famous people. Students in the mnemonic imagery condition were taught a systematic strategy to apply to the passages they read, whereas no-strategy control students were left to their own devices. Consistent with previous findings, mnemonic imagery students remembered more name/accomplishment information than did contr…
Mnemonic Facilitation of Text-Embedded Science Facts
Eighth-grade students read passages that described three dichotomized attributes of eight North American minerals. One-third of the students were given instruction in the use of mnemonic techniques, combined with experimenter-provided mnemonic illustrations of the passage content; another third were told about the value of organizing and summarizing to-be-remembered factual prose material, combined with experimenter-provided “fact map” summaries;…
Training Cognitive Strategy-Monitoring in Children
Second-grade children were given general training in monitoring the utility of strategies, the affective consequences of strategy use, or no strategy-monitoring training. They then performed an associative learning task, first without strategy instructions and then with instructions to use either an effective or ineffective strategy. All training conditions produced short-term maintenance of the effective strategy, but only the strategy-utility t…
A Comparison of Different Prose-Learning Variations of the Mnemonic Keyword Method
Seventh- and eighth-grade students were presented fictitious biographies to remember. Keyword students were instructed to use a prose-learning adaptation of the mnemonic keyword method, and control students were left to their own devices. In the initial experiment, each of three variations of the keyword method, differing in terms of the manner in which the mnemonic images were organized, resulted in significantly higher levels of recall than did…
Developmental changes in the awareness of memory benefits associated with different types of picture organization
Frequency Interference in Children’s Recognition of Sentence Information
The thesis investigated here is that the particular alternatives supplied in a multiple-choice test comprise a powerful determinant of children’s measured achievement. Children listened to sentences under two different instructional sets (imagery rating and sentence repetition) and were later tested with multiple-choice alternatives: (a) either identical or similar in meaning to the originally presented correct items; and (b) either including or …
"Misinterpreting the significance of "explained variation
Group Differences in the Perception of a Social Situation
Planning post hoc multiple comparisons
Appropriate Post Hoc Comparisons for Interaction and Nested Hypotheses in Analysis of Variance Designs: The Elimination of Type IV Errors
PREVIOUS ARTICLEManipulating Abstract Thinking as a Subability to Problem Solving in the Context of an English Curriculum
Individual Differences in the Learning of Verbally and Pictorially Presented Paired Associates
Current educational technology makes it possible to provide for individual differences in learning as never before. Since the introduction of branching programs for simple teaching machines (Crowder, 1960), individualized speed-sequence-content information (based on student entering behaviors and ongoing performance) is now easily incorporated into classroom instruction through the continual data processing/program modification of computerized sy…
Type IV errors and interactions
Type IV errors and Games
The name of the journal fame game: Quality or familiarity
The name of the journal fame game: Quality or familiarity
Cognitive Learning in Children
The Simultaneous Investigation of Interaction and Nested Hypotheses in Two-Factor Analysis of Variance Designs
A Type IV error, as introduced by Marascuilo and Levin (1970), refers to the incorrect interpretation of a correctly rejected hypothesis. It was suggested that Type IV errors may be found in abundance in factorial analysis of variance (ANOVA) designs, in particular in the interpretation of significant interactions. The source of such Type IV errors is two-fold: (1) researchers typically employ post hoc statistical procedures with an associated Ty…
A general statistical framework for assessing categorical clustering in free recall
Inference models for categorical clustering
Post hoc analysis of repeated measures interactions and gain scores: Whither the inconsistency
Post hoc analysis of repeated measures interactions and gain scores: Whither the inconsistency
Inference models for categorical clustering
Developmental changes in assessing recall and recognition memory capacity
Notes and Comments: Distinguishing Between Two Covert Learning Strategies in Elementary School Children
Distinguishing between Two Covert Learning Strategies in Elementary School Children
Joel R. Levin, Joseph Guttmann, Ann E. McCabe, Distinguishing between Two Covert Learning Strategies in Elementary School Children, American Educational Research Journal, Vol. 14, No. 3 (Summer, 1977), pp. 339-342
University productivity rankings: A psychologist by any other name
University productivity rankings: A psychologist by any other name
Frequency Interference in Children's Recognition of Sentence Information
The thesis investigated here is that the particular alternatives supplied in a multiple-choice test comprise a powerful determinant of children's measured achievement. Children listened to sentences under two different instructional sets (imagery rating and sentence repetition) and were later tested with multiple-choice alternatives: (a) either identical or similar in meaning to the originally presented correct items; and (b) either including or …
Frequency Interference in Children’s Recognition of Sentence Information
The thesis investigated here is that the particular alternatives supplied in a multiple-choice test comprise a powerful determinant of children’s measured achievement. Children listened to sentences under two different instructional sets (imagery rating and sentence repetition) and were later tested with multiple-choice alternatives: (a) either identical or similar in meaning to the originally presented correct items; and (b) either including or …
Developmental changes in the awareness of memory benefits associated with different types of picture organization
Reducing Intersentence Interference Via Contextual Aids
Recent research has suggested that it is possible to construct pairs of sentences whose information is mutually interfering; and that students typically do not process such sentences in ways that are likely to reduce the interference. The present study was conducted to determine whether the provision of contextual aids would help students reduce intersentence interference. Consistent with predictions, when students were presented sentences in dis…
Psychology (68 works) · Computer Science (32 works) · Cognitive psychology (27 works) · Mathematics (24 works) · Statistics (23 works) · Mathematics education (19 works) · Econometrics (18 works) · Linguistics (14 works) · Medicine (14 works) · Visual and Cognitive Learning Processes (13 works)