Judy Xu
Biographic Data
| ID | 3656022 |
|---|---|
| NAME | Judy Xu |
| GIVEN NAMES | Judy |
| FAMILY NAME | Xu |
| SIGNATURE | XU J |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Learning from errors versus explicit instruction in preparation for a test that counts
BackgroundAlthough the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.AimsThis study investigates the teaching strategies that facilitate learning from errors.Materials and MethodsThis 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit i…
Tip-of-the-tongue states predict enhanced feedback processing and subsequent memory
Strengthening the Efferent Arm in Public Health
AffiliationsDavid Bishai is with the Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD. Judy Xu is with the School of Public Administration, Southwestern University of Finance and Economics, Chengdu, Sichuan, China. Melissa Sherry is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health
Adoption of educational technology ten years after setting strategic goals
Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them…
Learning from errors versus explicit instruction in preparation for a test that counts
BackgroundAlthough the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.AimsThis study investigates the teaching strategies that facilitate learning from errors.Materials and MethodsThis 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit i…
Adoption of educational technology ten years after setting strategic goals
Through surveys, focus groups and interviews, this study examines technology adoption at a large Canadian university ten years after setting a strategic plan, explores the interplay between instructors' concepts of teaching and use of technology, and searches for the best solutions to help them use technology more effectively. Results showed that whilst 90% of respondents were using computers in teaching, there is still much to do in helping them…
Strengthening the Efferent Arm in Public Health
AffiliationsDavid Bishai is with the Department of Population, Family and Reproductive Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD. Judy Xu is with the School of Public Administration, Southwestern University of Finance and Economics, Chengdu, Sichuan, China. Melissa Sherry is with the Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health
Tip-of-the-tongue states predict enhanced feedback processing and subsequent memory
Learning from errors versus explicit instruction in preparation for a test that counts
BackgroundAlthough the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect.AimsThis study investigates the teaching strategies that facilitate learning from errors.Materials and MethodsThis 2-year study, involving two cohorts of ~88 students each, contrasted a learning-from-errors (LFE) with an explicit i…
Psychology (3 works) · Cognitive psychology (2 works) · Medicine (2 works) · Political science (2 works) · Administration (probate law) (1 work) · Business (1 work) · Child and Animal Learning Development (1 work) · China (1 work) · Cognition (1 work) · Curiosity (1 work)