Does Practice and Knowledge Equal Knowledge and Practice
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Debate surrounds the value of procedural practice in learning conceptual material in mathematical domains (Schoenfeld, 2004).We investigated whether purely procedural practice could lead to conceptual gains and explored cognitive load theory as a mechanism for those gains (Sweller, 1988).In a laboratory experiment, 93 undergraduates practiced a procedure by solving 30 problems of an algebra analog and were given conceptual tests before, during and after practice.The conceptual tests tapped students' understanding of the underlying structure of the domain.Participants' conceptual knowledge increased with procedural practice, particularly between no practice and some practice.Consistent with cognitive load theory performance on the conceptual test after practice was significantly related to procedural performance at the end of practice.However, this relationship between procedural learning and conceptual learning only held if participants had been alerted earlier in practice to the conceptual nature of the task.These results are consistent with the proposal by Rittle-Johnson, Siegler, & Alibali, (2001) that there is an iterative relationship between conceptual understanding and procedural skill.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.006 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it