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Re: [xmca] On the shape of the zpd



Eric

I don't have that detail.  Only Paula has, 'coz she recorded the whole
blocks experiment.

I have data from another student and I am about to work out the line of best
fit for her data.

Carol

2009/6/8 <ERIC.RAMBERG@spps.org>

> Carol:
>
> I am interested by the no curve aspect.
> A possible analysis of utterances and false starts could be an aspect for
> plotting?
>
> eric
>
>
>
>
> Carol Macdonald <carolmacdon@gmail.com>
> Sent by: xmca-bounces@weber.ucsd.edu
> 06/05/2009 11:25 AM
> Please respond to "eXtended Mind, Culture, Activity"
>
>
>         To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>         cc:
>        Subject:        Re: [xmca] On the shape of the zpd
>
>
> Eric from Carol
>
> 10/50 up to 35/50 on the pretest. 35/50 up to 45/50. for the post-test.
> There was a steeper line on the pretest, but I haven't done the math. That
> makes me think I better get onto it. But there are no curves.
> Carol
>
> 2009/6/4 <ERIC.RAMBERG@spps.org>
>
> > Carol:
> >
> > What were the plot marks measuring on the curve?
> >
> > eric
> >
> >
> >
> >
> > Carol Macdonald <carolmacdon@gmail.com>
> > Sent by: xmca-bounces@weber.ucsd.edu
> > 06/04/2009 02:35 AM
> > Please respond to "eXtended Mind, Culture, Activity"
> >
> >
> >        To:     mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
> > <xmca@weber.ucsd.edu>
> >        cc:
> >         Subject:        Re: [xmca] On the shape of the zpd
> >
> >
> > Carol says:
> >
> > Two of my students did research in two totally different aspects of CHAT
> > and
> > the one got a straight line for growth on the LSV blocks, and a student
> > who
> > worked in the classroom, there wasn;t any caruve, in fact the results we
> > very stable and although we didn't do any analysis, it seems that as the
> > ZPD
> > kicks in then the more able float to the top and so on.  The weakest
> girls
> > also made gains, but in the same order as straightforward learning
> > results.
> > I don't know why this is so, and wold like to hear what other people
> have
> > to
> > say. What intrigues me is the shape of the results and the fact that the
> > girls seemed to have s stable, consistent shape of ZPD. Can anybody help
> > with this finding
> > Thanks
> >
> > 2009/6/4 Mike Cole <lchcmike@gmail.com>
> >
> > > AR means Aero Rigoletto, Emily?
> > > The idea of a ZPD curve is pretty typical of the ordinary level of
> > > discourse, even if no emotion were involved!!
> > > mike
> > >
> > > On Wed, Jun 3, 2009 at 5:05 PM, Duvall, Emily <emily@uidaho.edu>
> wrote:
> > >
> > > > Hi All,
> > > > I have a master's student researching AR and working through a lit
> > > > review. One of the discussions relative to a scatter plot that
> showed
> > a
> > > > "relatively flat ZPD curve..."
> > > > Has anyone else run across "zpd curves" before or used this
> > terminology?
> > > > We're having a lot of difficulty swallowing the use of zpd in AR,
> but
> > > > this threw us.
> > > > ~em
> > > >
> > > >
> > > > Emily Duvall, PhD
> > > > Assistant Professor Curriculum & Instruction
> > > > University of Idaho, Coeur d'Alene
> > > > 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
> > > > T 208 292 2512 | F 208 667 5275 emily@uidaho.edu |
> www.cda.uidaho.edu
> > > >
> > > > He only earns his freedom and his life, who takes them every day by
> > > > storm.
> > > > -- Johann Wolfgang Goethe
> > > >
> > > >
> > > >
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> >
> >
> >
> > --
> > Visiting Researcher,
> > Wits School of Education
> > 6 Andover Road
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>
>
> --
> Visiting Researcher,
> Wits School of Education
> 6 Andover Road
> Westdene
> Johannesburg 2092
> 011 673 9265  082 562 1050
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-- 
Visiting Researcher,
Wits School of Education
6 Andover Road
Westdene
Johannesburg 2092
011 673 9265  082 562 1050
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