Frontiers and Advances in Positive Learning in the Age of InformaTiOn (PLATO)

Chapter 1 Positive Learning in the Internet Age: Developments and Perspectives in the PLATO Program

Chapter 2 Towards Quality Higher Education: Barriers and Enablers

Chapter 3 The Role of Modeling for “Seeking Truth” in an Educational Policy Classroom

Chapter 4 Literature, Simulation, and the Path Towards Deeper Learning

Chapter 5 Successful and Positive Learning Through Study Crafting: A Self-Control Perspective

Chapter 6 On the Relationship Between “Education” and “Critical Thinking”

Chapter 7 A Three-Level Model for Critical Thinking: Critical Alertness, Critical Reflection, and Critical Analysis

Chapter 8 Positive and Negative Media Effects on University Students’ Learning: Preliminary Findings and a Research Program

Chapter 9 The Role of Media Conversion for Positive Learning

Chapter 10 Explicating the Logic of Biology to Support Critical Thinking

Chapter 11 Picture Bias in Upper-division Physics Education

Chapter 12 What Can the Eyes and the Brain Tell Us About Learning? The Role of Information Density in the Comprehension and Retrieval of Complex Concepts

Chapter 13 The Neural Basis of Idea Density During Natural Spoken Language

Chapter 14 TextInContext: On the Way to a Framework for Measuring the Context-Sensitive Complexity of Educationally Relevant Texts—A Combined Cognitive and Computational Linguistic Approach

Chapter 15 From Cognitive Structures to Positive and Negative Learning in a Dialogue Semantics Perspective

Chapter 16 Performance in Knowledge Assessment Tests from the Perspective of Linguistic Typology

Chapter 17 IRT Modeling of Decomposed Student Learning Patterns in Higher Education Economics

Chapter 18 Assessing Mathematics Knowledge and Skill: What College Students Actually Know and Can Do?

Chapter 19 On the Way of Developing a Holistic Explanatory Model of Positive Learning

Chapter 20 PLATO in Search of Identity

Chapter 21 What Can We Learn from Theoretical Considerations and Empirical Evidence on Learning in Higher Education? Implications for an Interdisciplinary Research Framework