More Numerate: Numbers & Evidence for News Writers
Project Publications
- Ranney, M., Rinne, L., Yarnall, L., Munnich, E., Miratrix, L., & Schank, P. (2008).
Designing and assessing numeracy
training for journalists: Toward improving quantitative reasoning among media consumers.
Proceedings of the Eighth International Conference of the Learning
Sciences. Mahwah, NJ: Erlbaum.
- Munnich, E.L., Ranney, M.A., & Song, M. (2007).
Surprise, surprise: The
role of surprising numerical feedback in belief change. In D. McNamara & G.
Trafton (Eds.) Proceedings of the Twenty-ninth Annual Conference of the
Cognitive Science Society (pp. 503-508). Mahwah, NJ: Erlbaum.
- Rinne, L.F., Ranney, M.A., & Lurie, N.H. (2006).
Estimation as a catalyst for
numeracy: Micro-interventions that increase the use of numerical information in
decision-making. In S. Barab, K. Hay, & D. Hickey (Eds.). Proceedings
of the Seventh International Conference of the Learning Sciences (pp. 571-577).
Mahwah, NJ: Erlbaum.
- Munnich, E., Ranney, M., & Bachman, M. L. N. (2005).
The longevities of policy-shifts
and memories due to single feedback numbers. In B.G. Bara, L. Barsalou, &
M. Bucciarelli (Eds.) Proceedings of the Twenty-seventh Annual Conference
of the Cognitive Science Society (pp. 1553-1558). Mahwah, NJ: Erlbaum.
- Garcia de Osuna, J., Ranney, M., & Nelson, J. (2004).
Qualitative and quantitative
effects of surprise: (Mis)estimates, rationales,
and feedback-induced preference changes while considering abortion.
In K. Forbus, D. Gentner, & T. Regier (Eds.),
Proceedings of the Twenty-Sixth Annual Conference of the Cognitive
Science Society (pp. 422-427). Mahwah, NJ: Erlbaum.
- Garcia de Osuna, J., Ranney, M., Nelson, J., & Germine, L. (2004). Numerically
Driven Inferencing about abortion: Estimation and rate feedbackÕs diverse
effects on personal policies and justifications. In Y.B. Kafai, N. Enyedy, & W.
Sandoval (Eds), Proceedings of the Sixth International Conference of the
Learning Sciences, 600. Mahwah, NJ: Lawrence Erlbaum.
- Munnich, E., Ranney, M., & Appel, D. (2004).
Numerically-Driven Inferencing
in instruction: The relatively broad transfer of estimation skills.
In K. Forbus, D. Gentner, & T. Regier (Eds.),
Proceedings of the Twenty-Sixth Annual Conference of the Cognitive
Science Society (pp. 987-992). Mahwah, NJ: Erlbaum.
- Munnich, E., Ranney, M., Nelson, J., Garcia de Osuna, J., & Brazil, N. (2003).
Policy shift through
Numerically-Driven Inferencing: An EPIC experiment about when base
rates matter. In R. Alterman & D. Kirsh (Eds.),
Proceedings of the Twenty-Fifth Annual Conference of the Cognitive
Science Society (pp. 834-839). Mahwah, NJ: Erlbaum.
Related Publications
- Adams, S. (2003). Investigation of the "Convince Me" computer environment as
a tool for critical argumentation about public policy issues. Journal of
Interactive Learning Reseach 14(3), 263-283.
- Siegel, M., & Ranney, M. (2003).
Developing
the Changes in Attitude
about the Relevance of Science (CARS) questionnaire and assessing two
high school science classes. Journal of Research in Science Teaching,
40(8), 757-775.
- Diehl, C., Ranney, M., & Schank, P. (2001). Model-based feedback supports
reflective activity in collaborative argumentation. In P. Dillenbourg, A. Eurelings,
& K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative
learning (pp. 189-196) [Proceedings of the First European Conference on
Computer-Supported Collaborative Learning], Netherlands: Universiteit Maastricht.
- Diehl, C. (2001). Computers and students as instructional partners: The role
of simulation feedback in collaborative argumentation. (Doctoral
dissertation, University of California, Berkeley, 2001). Dissertation
Abstracts International. [Won the 2001 Outstanding Dissertation Award from
UC Berkeley's Graduate School of Education.]
- Siegel, M. (1999). Teaching science for public understanding: Developing
decision-making abilities. (Doctoral dissertation, University of
California, Berkeley, 1999). Dissertation Abstracts International.
- Adams, S. (1998). What is "good reasoning" about global warming? A
comparison of high school students and specialists. (Doctoral
dissertation, University of California, Berkeley, 1998). Dissertation
Abstracts International.
- Ranney, M. & Schank, P. (1998). Toward
an integration of the social and the scientific: Observing, modeling,
and promoting the explanatory coherence of reasoning.
In S. Read and L. Miller (Eds.), Connectionist models of social
reasoning and social behavior (pp. 245-274). Mahwah, NJ: Lawrence Erlbaum.
- Weidner, J., Ranney, M., & Steinbach, A. (1998). Using Convince Me to assess medical
reasoning skills (and vice versa). Proceedings of the International Conference
of the Learning Sciences (ICLS 98; pp. 284-290). Charlottesville, VA: AACE.
- Ranney, M. (1996).
Individual-centered
vs. model-centered approaches to consistency:
A dimension for considering human rationality. Vivek, A Quarterly in Artificial
Intelligence, 9 (2), 35-43.
- Diehl, C., Ranney, M., & Schank, P. (1995). Multiple representations for improving
scientific thinking. Report No. TP-024-671, ERIC Document Reproduction Service No.
ED 392 842; pp. 1-36.
- Schank, P. (1995). Computational
tools for modeling and
aiding reasoning: Assessing and applying the Theory of Explanatory Coherence.
(Doctoral dissertation, University of California, Berkeley, 1995). Dissertation
Abstracts International. [Won the 1995 Outstanding Dissertation Award from UC
Berkeley's Graduate School of Education.]
- Schank, P, & Ranney, M. (1995).
Improved reasoning with Convince Me. Human Factors in Computing Systems
CHI '95 Conference Companion, 276-277. New York, NY: Association for Computing Machinery.
- Ranney, M., & Schank, P. (1995). Protocol
modeling, bifurcation/bootstrapping, and Convince Me: Computer-based
methods for studying beliefs and their revision. Behavior Research
Methods, Instruments and Computers, 27, 239-243.
- Ranney, M., Schank, P., & Diehl, C. (1995). Competence Versus Performance in Critical
Reasoning: Reducing the Gap by Using Convince Me. Psychology Teaching Review, 4, 2, 151-164.
- Schank, P., Ranney, M., & Hoadley, C. (1994, 1995, in press). Convince Me [Computer
program and manual]. In J.R. Jungck, N. Peterson, & J.N. Calley (Eds.),
The BioQUEST Library. College Park, MD: Academic Software Development Group,
University of Maryland.
- Hoadley, C., Ranney, M., & Schank, P. (1994). WanderECHO: A connectionist simulation
of limited coherence. Proceedings of the Sixteenth Annual Conference of
the Cognitive Science Society, 421-426, Hillsdale, NJ: Erlbaum.
- Ranney,M., Schank, P., & Diehl, C. (1994). Reducing the competence/performance
gap with Convince Me, the reasoner's workbench. In A. Trapp & N. Hammond
(Eds.), Computers in Psychology Handbook, 54-56. York, England: CTI Centre
For Psychology, University of York. [Also to appear in Psychology Software News.]
- Ranney, M., Schank, P., Hoadley, C., & Neff, J. (1994). "I
know one when I see one": How (much) do hypotheses differ from evidence?
In the Proceedings of the Fifth Annual American Society for Information
Science Workshop on Classification Research , 139-156. [An updated version
will appear in B.H. Kwasnik (Ed.) (in press), Advances in classification
research (ASIS Monograph Series), Medford, NJ: Learned Information]
- Schank, P., Ranney, M., Hoadley, C., Diehl, C., & Neff, J. (1994). A reasoner's
workbench for improving scientific thinking: Assessing Convince Me. Proceedings
of the International Symposium on Mathematics/Science Education and Technology.
Charlottesville, VA: AACE.
- Ranney, M., Schank, P., Mosmann, A., & Montoya, G. (1993). Dynamic explanatory coherence
with competing beliefs: Locally coherent reasoning and a proposed treatment.
In T.-W. Chan (Ed.), Proceedings of the International Conference on Computers
in Education: Applications of Intelligent Computer Technologies (pp. 101-106).
- Schank, P. & Ranney, M. (1993). Can reasoning be taught? Educator, 7 (1), 16-21.
[Special issue on Cognitive Science and Education].
- Schank, P., and Ranney, M. (1992). Assessing
explanatory coherence: A new method
for integrating verbal data with models of on-line belief revision. Proceedings
of the Fourteenth Annual Conference of the Cognitive Science Society,
599-604. Hillsdale, NJ: Erlbaum. [David Marr Memorial Prize was awarded
to the first author for this article.]
- Schank, P., and Ranney, M. (1991). The
psychological
fidelity of ECHO: Modeling an experimental study of explanatory coherence. Proceedings
of the Thirteenth Annual Conference of the Cognitive Science Society, 892-897.
Hillsdale, NJ: Erlbaum.
- Ranney, M., & Thagard, P. (1988). Explanatory coherence and belief revision in
naive physics. Proceedings of the Tenth Annual Conference of the Cognitive
Science Society (pp. 426-432). Hillsdale, NJ: Erlbaum. (Also appears as
Report No. SE-050-095, ERIC Document Reproduction Service No. ED 301 407; pp. 1-15.)
Project Presentations
- Ranney, M.A., Rinne, L., Yarnall, L., Johnson, T., Schank, P. (2007, September).
A Way to Boost Reasoning Skills for All? The "Numbers, News, and Evidence"
Numeracy Module for Journalists. Invited talk at the School of Education and
Social Policy, Northwestern University, Evanston, IL.
- Ranney, M.A., Rinne, L., Crain, M. Miratrix, L., & Galpern, A. (2007, March).
Designing and Analyzing the "Numbers, News, and Evidence" Journalism Curriculum.
Paper presented at the GSE Research Day, Berkeley, CA.
- Ranney, M.A., Rinne, L., Munnich, E., Yarnall, L., Johnson, T., & Schank,
P. (2007, February). The "Numbers, News, and Evidence Journalism Curriculum:
Might It Boost EveryoneÕs Reasoning?". Invited talk at the Learning and Teaching
Workshop, Graduate School of Business, University of Chicago.