R C Wolf
Biographic Data
| ID | 8210397 |
|---|---|
| NAME | R C Wolf |
| GIVEN NAMES | R C |
| FAMILY NAME | Wolf |
| SIGNATURE | WOLF R C |
| AFFILIATIONS | Stanford University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
How teachable agents influence students’ responses to critical constructive feedback
Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’…
Pragmatic verbal repetition
The use of “pragmatic repetition,” the iteration of one’s own speech or the speech of a co-participant, while known to occur in conversation, has been overlooked in the language sciences. This study presents a method for establishing incidence, characteristics, and functions of pragmatic repetition during conversational exchanges. The method is applied to three discourse samples: a screenplay, a television reality show, and an unscripted telephon…
No prominent works on this page.
Pragmatic verbal repetition
The use of “pragmatic repetition,” the iteration of one’s own speech or the speech of a co-participant, while known to occur in conversation, has been overlooked in the language sciences. This study presents a method for establishing incidence, characteristics, and functions of pragmatic repetition during conversational exchanges. The method is applied to three discourse samples: a screenplay, a television reality show, and an unscripted telephon…
How teachable agents influence students’ responses to critical constructive feedback
Does a teachable agent influence the uptake or neglect of ‘critical constructive feedback’ and learning within a digital environment? 285 middle-school students engaged with a history learning game in a 2x2 study design. One dimension was inclusion of a teachable agent. Orthogonal was whether critical constructive feedback was presented automatically or only when students chose. Analyses showed that a teachable agent positively affected students’…
Computer Science (2 works) · Psychology (2 works) · Constructive (1 work) · Conversation (1 work) · Conversation analysis (1 work) · Discourse analysis (1 work) · Discourse Analysis in Language Studies (1 work) · Innovative Teaching and Learning Methods (1 work) · Intelligent Tutoring Systems and Adaptive Learning (1 work) · Language, Discourse, Communication Strategies (1 work)