Week 1 class notes

Week 1 class notes Similarity to methodological issues in Learning Sciences— no clean variable isolation Dynamic systems theory // people like to think about academic ideas in waves! “continuous interaction across levels of function within and between individuals (bands of cognition) Processes, not traits Terminology and scalability: Longstaff 2009, Masten and Obradovic      Perhaps opportunity/learning could adapt the same frameworks as adversity, resilience           Rutter 2012, Keep adversity model separate from smooth functioning (successful learning)      “cumulative risk”, “risk gradients" Developmental cascades “competence begets competence"      asset gradients “vaccination model of prevention” inoculating against bad experience with small doses

Methods

• person-focused      positive relationships, agence, reflective self-control -> unusual resilience      group-vased trajectory modeling ** (use this in my CS study!)      “promoting school engagement” (20)            -> look for methods here
• variable-focused
• factors      secure attachment, mastery motivation/self-efficacy, intelligence and problem-solving capabilities, self-regulation-> executive function, meaning-making, positive perspectives on self, future      -> This is so useful to counter a moralistic view of success, that only the winners deserve it.

Challenges of resilience science and learning science are similar Who feels the ‘disorder’?            - mastery motivation is also culturally inflected (Compare to discussion of liberal presumption of agency and subjectivity in Rosa’s class) The competence/psychopathology debate seems in conflict with systems approach

• traits (impulsiveness) vs. executive function system

** Refer to cascade models for peer school interaction

“a paucity of research on peer roles in resilience"

**— In-class notes — **

Cascade model: 3+ constructs, 3+ periods in time

good methodological citation, p. 12      Foster, 2010      Cole & Maxwell, 2009      Causal mediation analysis      Imai, Keele, Tingley 2010      Confounds: Card & Barnett, 2015     p. 15  Language: McCormick et al, 2011      Cross-lagged effects (What could be cross-lagged in CS learning?)      “state space grid analysis"

*Paper idea: Research agenda (or conceptual framework for a real paper) on computational literacy communities drawing on competence / resilience models. REsilience criteria <—> sociocultural learning. Using methods from literature on developmental cascades to study literacy communities

A question: In these complex models, how much explanatory power do we give up for better predictive power?

Equifinality: many ways to reach the same end point. Multifinality: Many end points to be reached from the same start.