Shuyuan Yu, Pooja Sidney, Dan Kim, Clarissa A Thompson, John E Opfer
From integers to fractions: The role of analogy in transfer and long-term learning
Journal of experimental child psychology
education viewed control theory problem students seek ongoing exogenous inputeither traditional classroom teaching alternative training resourcesto minimize discrepancies actual target reference performance levels using illustrative data formula see text dutch elementary school students measured using math garden webbased computer adaptive practice monitoring system simulate evaluate outcomes using offline finite memory linear quadratic controllers constraintsto forecast students optimal training durations integrating population standards students latent change information demonstrate adoption control theoryguided person timespecific training dosages could yield increased training benefits reduced costs compared students actual observed training durations fixedduration training scheme control theory approach also outperforms linear scheme provides training recommendations based observed scores noisy presence missing data designrelated issues ways determine penalty cost input administration size control horizon window addressed series illustrative empirically math garden motivated simulations