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Whitten II. W.B, Rabinowitz M, Whitten S.E. Designing more effective homework for mathematics learning. In: Presented at the Third Annual Subway Summit on Cognition and Education Research . Fordham University, New York, NY; 2010, April.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Guided Cognition homework is effective and efficient for mathematics learning. In: Presented at the Fourth Annual Subway Summit on Cognition and Education Research . Fordham University, New York, NY; 2011.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Providing guided cognition samples improves mathematics learning. In: Presented at the annual meeting of the Association for Psychological Science, Washington, DC . 2011.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Guided Cognition homework increases mathematics learning for low- and average-ability students. In: Presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction . 2011 Exeter, United Kingdom.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Effects of performing versus reading guided cognition tasks on learning mathematics. In: Presented at the annual meeting of the Psychonomic Society . 2011 Seattle, WA.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Learning mathematics through guided cognition tasks. In: Presented at the Fifth Annual Subway Summit on Cognition and Education Research . Fordham University, New York, NY; 2012, January.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Guided cognition of unsupervised learning: Creating tasks that elicit effective cognitive processes. In: Presented at the Sixth Annual Subway Summit on Cognition and Education Research . Columbia University Teachers College, New York, NY; 2013.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Correspondence of cognitive events and cognitive processes in guided cognition tasks. In: Presented at the annual meeting of the Association for Psychological Science . 2013 Washington, DC.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Research to application: Using frames to create guided cognition homework for unsupervised learning. In: Presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction . 2013 Munich, Germany.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Deep structure similarities of guided cognition homework for literature and mathematics. In: Presented at the annual meeting of the Psychonomic Society . 2014, November Long Beach, CA.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Can deep structure similarities explain effectiveness of guided cognition homework for literature and mathematics? In: Presented at the Ninth Annual Subway Summit on Cognition and Education Research . The Graduate Center, City University of New York, NY; 2016, January.
Whitten II. W.B, Rabinowitz M, Whitten S.E. Deep structure similarity explains effectiveness of guided cognition homework across content domains. In: Presented at the 17th Biennial Conference of the European Association for Research on Learning and Instruction . 2017, September Helsinki, Finland.
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Whitten II. W.B, Rabinowitz M, Whitten S.E, Portnoy L.B. Preference for guided cognition homework increases with ability level. In: Presented at the annual meeting of the Association for Psychological Science . 2008 Chicago, IL.
Whitten II. W.B, Rabinowitz M, Whitten S.E, Portnoy L.B. Guided Cognition in homework: Effectiveness and design of individual cognitive events. In: Presented at the Institute of Education Sciences 2008 Research Conference, Washington, DC . 2008.
Whitten II. W.B, Rabinowitz M, Whitten S.E, Portnoy L.B. Guided cognition of unsupervised learning: Designing effective homework, Part 3. In: Presented at the annual meeting of the Psychonomic Society . 2008 Chicago, IL.
Whitten II. W.B, Rabinowitz M, Whitten S.E, Portnoy L.B. Guided cognition in homework: Effectiveness of specific cognitive events for average- and advanced-ability students. In: Presented at the Second Annual Subway Summit on Cognition and Education Research . Fordham University, New York, NY; 2009, February.
Whitten II. W.B, Whitten S.E. Theoretical connections between particular guided cognition tasks and unsupervised learning of mathematics. In: Presented at the annual meeting of the Psychonomic Society, Minneapolis, MN . 2012, November.
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Whitten II. W.B, Whitten S.E, Rabinowitz M. Guided Cognition of unsupervised study increases learning for students from ages 12 to 18. In: Presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, Netherlands . 2009, August.
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