Explainee moves - Revision history

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	<h2>Substantive segment</h2>		<h2>Substantive segment</h2>
	A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:		We reserve this move mostly for mathematical practices. A substantive segment/response is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
	-'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.		-'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
	-'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''		-'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''

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	<h2>Substantive segment</h2>		<h2>Substantive segment</h2>
	A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:		A substantive segment is defined as a meaningful contribution to an ongoing activity, such as problem solving, or a relevant response to the Tutor’s explanations <!--\parencite{chi2008observing}--><ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>. For example, to the Tutor explanation shown below the Tutee’s response would be coded as a substantive one:
	-'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.		-'''Tutor:''' See this equation is true for constant acceleration. Now the acceleration is constant here. Forces are not changing on the weight so the acceleration is constant.
	-'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''		-'''Tutee:''' '''''The initial velocity is zero then.''''' ---> '''''Substantive response'''''

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	~~<!--~~
	~~<h2>Acknowledgment responses</h2>~~
	An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
	~~<!-- <ref>Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>~~
	~~<!--~~

	~~<h2>irrelevant substantive response</h2>~~
	Irrelevant responses are those that are not responsive to the Tutor’s comments but are nonetheless substantive <!--\parencite{chi2008observing}-->.<ref name="chi2008observing">Chi, M. T., Roy, M., & Hausmann, R. G. (2008). Observing tutorial dialogues collaboratively: Insights about human tutoring effectiveness from vicarious learning. Cognitive science, 32(2), 301-341</ref>
	~~The highlighted response below is an example of an irrelevant but substantive response:~~

	~~-Tutor: It seems reasonable?~~
	~~-Tutee: That the Earth is accelerating.~~
	~~-Tutor: Because of these masses.~~
	~~-Tutee: [tutee laughs] '''''No. Those are some pretty big masses.''''' ---> '''''irrelevant substantive response'''''~~


	~~<h2>Non-substantive response</h2>~~
	A nonsubstantive segment is defined as a continuer, a repetition, an agreement, or off-task remarks <!-- \parencite{chi2008observing}--><ref name="chi2008observing"/>. For example, to the Tutor explanation shown below the Tutee has responded with “alright,” which would be coded as a nonsubstantive response:

	~~'''Example (1):'''~~
	~~-'''Tutor:''''' See this equation is true for constant acceleration.~~
	~~Now the acceleration is constant here.~~
	~~Forces are not changing on the weight so the acceleration is constant.~~
	~~-'''Tutee:''' alright.~~

	~~'''Example (2):'''~~
	-'''Explainer:''' ["So essentially, the way I'd apply negative harmony", 'would be this idea of polarity, you know,', 'between the overtone series and the undertone series,', 'or you know, the one side and the other side.', 'The perfect and the play goal.', 'The feeling of a minor perfect--', '(keyboard music)', "Resolving, it's so moving, you know?", "And it's a good alternative to something like,", '(keyboard music)']
	~~-'''Explainee:''' ["It's funny, you know, you doing that", 'makes something in a major key', 'sound like kind of a wistful sad song.']~~
	~~-'''Explainer:''' ['''''Right.''''']~~
	~~-'''Explainee:''' ['You know, you changed the feeling of it,', 'what otherwise would, you know, if you were to tell a kid', 'that this is a major song, we should be happy.']~~
	~~-'''Explainer:''' ['Exactly, yeah.', 'No, for sure.', 'And, you know, F major can be something you arrive in from,', 'if you arrive in F major from D flat,', "then it's like the sun's come up."]~~
	~~-'''Explainee:''' ['''''Right.'''''] ----> '''''Non-substantive response'''''~~
	~~-'''Explainer:''' ['But if you arrive in F major from A major,', "then it's like the sun's gone in."]~~
	~~-'''Explainee:''' ['''''Interesting.'''''] ----> '''''Non-substantive response'''''~~
	-'''Explainer:''' ["So, there's a lot about context, I think.", "Once you have a language, it's about using it", 'and applying it in those emotional ways.', "I think that's what makes the difference."]
	~~-'''Explainee:''' ['''''All right.'''''] ----> '''''Non-substantive response'''''~~


	~~<h2>no-response</h2>~~
	a non-constructive and non-interactive type of responses would be ones whereby the students either ignore the tutors’ comments or simply give no responses <!--\parencite{chi2008observing}-->.<ref name="chi2008observing"/>

	~~<h2>off-task remark</h2>~~
	off-task referring to learners' behaviour/remark, where they lose focus on a relevant activity (usually set by the teacher) and engage in irrelevant action or conversation <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>


	~~<h2>relevant substantive response</h2>~~
	Substantive segments can be further divided into those that are relevant or irrelevant. Relevant substantive segments are those that are responsive to the Tutor’s comments in the sense of building on or following up to the Tutor’s comments. The following highlighted segment would be an example of a relevant substantive response <!--\parencite{chi2008observing}--><ref name="chi2008observing"/>

	~~-Tutor: If I push it, it’s, velocity becomes some—something.~~
	~~-Tutee: Mm hmm. [tutee nods yes]~~
	~~-Tutor: So from zero to something, there is a change.~~
	~~-Tutee: Ok, so yeah.// '''''It wouldn’t be a constant.''''' ----> '''''Relevant substantive response'''''~~


	~~<h2>Request clarification</h2>~~
	A move which applies when some of the input has been understood <!--\parencite{karagjosova2005dialogue}--><ref name="karagjosova2005dialogue">Karagjosova, E., & Tsovaltzi, D. (2005). Dialogue moves for DIALOG.</ref>. It has basically the form of questions, but can be also an imperative i.e., it can be an action directive

	~~Examples:~~
	~~-What do you mean by F (F a formula)?~~
	~~-What should the x represent?~~
	~~-What does that mean?~~
	~~-Is that the answer to my question or a new attempt at a solution?~~
	~~-Please explain your step more precisely!~~


	~~<h2>Self-initiated responses</h2>~~
	a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read <!--\parencite{CHI2001471}-->.<ref name="CHI2001471"/>

	~~-->~~






	<h2>Deep follow-up</h2>		<h2>Deep follow-up</h2>
	a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>		a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>

Wikiadmin at 09:10, 27 September 2022

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	An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.		An interactive but non-constructive type of response might be mere acknowledgment type of comments, such as continuers “o.k.” or “uh-huh”; it may also include head nods, gestures, and eye gazes. That is, a student can be responsive in the sense of attentive eye gaze and appropriate turn taking (with comments such as “o.k.”) and yet be non-interactive in terms of the content of what the tutor says.
	<!-- <ref>Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>		<!-- <ref>Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
	~~-->~~		<!--






	~~<h2>Deep follow-up</h2>~~
	~~a deep follow-up, which is an elaborative inference that extends what the tutor said~~ <!-- ~~\parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>~~
	~~Examples of deep follow-ups are as follows:~~

	~~Context: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles.~~
	~~-Tutor:“blood actually flows out through there.”~~
	~~-Student: '''''This contracts like a balloon and forces this venous blood up here.''''' ---> '''''deep follow-up'''''~~


	~~Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.~~
	~~-Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”~~
	~~-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''~~





	<h2>irrelevant substantive response</h2>		<h2>irrelevant substantive response</h2>
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	<h2>Self-initiated responses</h2>		<h2>Self-initiated responses</h2>
	a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read <!--\parencite{CHI2001471}-->.<ref name="CHI2001471"/>		a constructive but non-interactive type of response would be self-initiated ones whereby the students are not following up to the tutors’ comments. Instead, the students ignore what the tutors say (in terms of the content), and initiate a response on their own (such as self-explaining), initiate a new topic of discussion, or simply read <!--\parencite{CHI2001471}-->.<ref name="CHI2001471"/>

			-->






			<h2>Deep follow-up</h2>
			a deep follow-up, which is an elaborative inference that extends what the tutor said <!-- \parencite{CHI2001471} -->.<ref name="CHI2001471">Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive science, 25(4), 471-533.</ref>
			Examples of deep follow-ups are as follows:

			Context: Each of the valves consists of flaps of tissue that open as blood is pumped out of the ventricles.
			-Tutor:“blood actually flows out through there.”
			-Student: '''''This contracts like a balloon and forces this venous blood up here.''''' ---> '''''deep follow-up'''''


			Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.
			-Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
			-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''




	<h2>shallow follow-up</h2>		<h2>shallow follow-up</h2>

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	~~<h2>Signal understanding</h2>~~
	An utterance which signals understanding. Any utterance that does not explicitly signal non-understanding implicitly indicates understanding <!--\parencite{karagjosova2005dialogue}-->.<ref name="karagjosova2005dialogue"/>

	~~-'''Example (1):'''~~

	'''Explainer:''' ['The main thing about black hole to remember is', "that it's just, like I said, how the earth holds you down,", 'the black hole pulls you in, as well.', 'Now, try and take the ball from me, black hole--']
	~~'''Explainee:''' ['Why do you hold it so tight?']~~
	~~'''Explainer:''' ["I'm holding it tight to show you", "then when you're trying to pull it,", 'a black hole will really hold onto it with its gravity.']~~
	~~'''Explainee:''' [''''I got it.''''] ---> '''''Signal understanding'''''~~


	~~<h2>Signal partial understanding</h2>~~
	~~An utterance which signals partial understanding. <ref name="karagjosova2005dialogue"/>~~

	~~-'''Explainer''':["We're gonna talk about some science.", 'Do you like science?']~~
	~~-'''Explainee''': ['Yes, a lot.']~~
	~~-'''Explainer''': ['Oh, very good.', "You've come to the right place.", "So we're gonna think about physics.", 'Have you heard the word physics before?', 'Do you know what that is?']~~
	~~-'''Explainee''': ['Yeah, kind of.'] ---> '''''Signal Partial Understanding'''''~~

	~~<h2>Signal non-understanding</h2>~~
	An utterance that signals that the speaker has not understood the previous utterance, i.e., did not hear it or could not make sense of it. Instances for that move are “I don’t understand” and variants like “What did you say?”. <!-- \parencite{karagjosova2005dialogue} --><ref name="karagjosova2005dialogue"/>

	~~Example (1): The following statements signals non-understanding:~~
	~~-I don't understand your question~~
	~~-What do you mean by that?~~
	~~-What do you mean?~~

	~~Example (2): Below is a part of an explanation dialogue between an explainer and an explainee, where the '''''Signal non-understanding''''' move has been highlighted.~~
	~~'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']~~
	~~'''Explainee:''' ['No, not at all.']~~
	~~'''Explainer:''' ["It's what keeps us on the earth."]~~
	~~'''Explainee:''' ['''''What?'''''] ---> '''''Signal non-understanding'''''~~
	'''Explainer:''' ["The reason we're not just flying off the earth is", 'because earth has gravity, so if we throw something up,', "it comes back down, so that's why", "when we're walking on the earth,", "we don't fly off the earth because the earth has gravity,", 'and it keeps us down.']

	<h2>Substantive segment</h2>		<h2>Substantive segment</h2>

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	~~<h2>Expectational question</h2>~~
	An Expectational question requires a long answer. Expectational questions are formed according to the following abstract specification: "Why did some expected event not occur?". An example of Expectational question would be: "Why isn't there an interaction?" <!-- \parencite{graesser1994question} --><ref name="graesser1994question"/>

	~~Here is an example from "Explain me like I'm five" where the explainee makes a move by putting forward an expectational question:~~

	~~-'''''Topic: The Turkish lira has been falling in value for some time now. Arguably it was overvalued before, as the country has been importing more than it exports for a couple of decades.'''''~~
	-'''Explainer''': The link between interest rates and inflation is a bit more complex than that. Higher interest rates Info request bring in foreign investment (or causes local investment to switch from foreign back to local) but if you fail to turn that new investment into additional GDP it will cause further inflation and where the Turkish economy currently is this could lead to hyperinflation - which they're not at yet. So arguably although the interest rate cut has caused significant drop in the value of the Lira it could be much better than having increased interest rates.
	~~-'''Explainee''':Why hasn't near 0% interest done this to the USD? ---> '''''Expectational Question'''''~~
	-'''Explainer''': As one of the other replies says, the relationship between inflation, interest rates and currency value is rather more complex than what I explained in my post. Inflation in the US has been low. Explaining that is a topic in itself, but maybe it'll suffice to say that the economies of Turkey and the US are very different. The United States' institutions, particularly the fed, are trusted to keep the dollar fairly stable in value, and they have the funds and economic strength to achieve this (barring some really big problem). The US dollar also has a special advantage known as "seigniorage" due to its central position in the world economy. I don't know enough about this to say how important it is here though. If inflation rates do rise in the US it's likely there'll be a rise in interest rates. This is occurring in the UK, which also has very low rates, at the moment.


	~~<h2>Goal orientation question</h2>~~
	A Goal orientation question requires a long answer. Goal orientation questions are formed according to the following abstract specification: "What are the motives or goals behind an agent's action?". An example of goal orientation question would be: "Why did you put decision latency on the y-axis?"
	~~<!--\parencite{graesser1994question} --><ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>~~

	-'''Explainer:''' ["So it's called a scanning tunneling microscope.", 'And not only can you see the atoms,', 'but you can move them around.', 'Atoms are kind of sticky.', 'You can actually build things using this instrument', 'with actual individual atoms.', 'So if I gave you that machine, 'would you want to make something?', 'Would you want to look at something very carefully?']
	~~-'''Explainee:''' ['I would want to make a unicorn out of atoms.']~~
	~~-'''Explainer:''' ['You are definitely a second grader! [laughing]', 'My daughter would probably answer the exact same way.', 'A unicorn would be awesome.']~~
	~~-'''Explainee:''' ['''''Why do you study stuff so small?''''']---> '''''Goal orientation question'''''~~
	-'''Explainer:''' ['I study it because objects that are that small', 'have really interesting properties.', 'They behave completely different than objects that are big.', 'And because of that,', 'we can build really cool things with them.', 'Like really fast computers, for example,', 'or new types of batteries or new types of solar cells.', 'And a lot of nanotechnology', 'is kind of like playing with Legos.', 'You take these small objects', 'and you put them together to build something new.', "Something interesting that no one's built before.", "It's like Legos for scientists."]
	~~-'''Explainee:''' ['Cool.']~~


	~~<h2>Instrumental/procedural question</h2>~~
	An Instrumental/procedural question requires a long answer. Instrumental/procedural questions are formed according to the following abstract specification: "What instrument or plan allows an agent to accomplish a goal?". An example of Instrumental/procedural question would be: "How do you present the stimulus on each trial?" <!-- \parencite{graesser1994question} --><ref name="graesser1994question"/><ref name="nielsen2008taxonomy"/>

	~~-'''Explainee''': ['So how do you do your observations in optical and infrared?'] ---> '''''Instrumental/procedural question'''''~~
	-'''Explainer''': ["So fortunately there's, I'm also doing it", 'from space with the Spitzer Space Telescope, so particularly', 'in the infrared, and my main interest has been to try and', 'study the environment around the super massive black holes,', 'not as close as where the X-rays are coming from,', "but clearly there's something from the X-ray corona", 'that illuminates the rest of the accretion disk,', "and the dust that's further out.", "And so fundamentally, that's one of the key things", "that I'm trying to use, is trying to see how long,", "once you've got this sort of pulse", "that's generated close to the black hole,", 'it propagates out, and so you can use optical wavelengths', 'to see that the accretion disk lights up', 'in the optical a little bit as it gets heated up', 'from the X-ray, and then later on,', 'the infrared dust, the dust absorbs it,', 'and emits it in the infrared.', 'And so that, I love that, the ability', 'to exchange time for resolution,', 'because these structures are so far away', "that we're never gonna get a telescope big enough", 'where that has the resolution to see the accretion disk,', 'or the dust distribution around--']



	~~<h2>Interpretation question</h2>~~
	An Interpretation question requires a long answer. Interpretation questions are formed according to the following abstract specification: "What concept or claim can be inferred from a static or active pattern of data?". An example of interpretation question would be: "What is happening in this graph?" <!--\parencite{graesser1994question}--><ref name="graesser1994question"/>

	<h2>irrelevant substantive response</h2>		<h2>irrelevant substantive response</h2>

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	-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''		-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''


	~~<h2>Definition question</h2>~~
	~~A Definition question requires a long answer. Definition questions are formed according to the following abstract specification: "What does X mean?"~~
	<!--\parencite{graesser1994question}--><ref name="graesser1994question"/><ref name="nielsen2008taxonomy">Nielsen, R. D., Buckingham, J., Knoll, G., Marsh, B., & Palen, L. (2008, September). A taxonomy of questions for question generation. In Proceedings of the Workshop on the Question Generation Shared Task and Evaluation Challenge.‏</ref>

	~~'''Example (1):'''~~
	~~-'''''What is a t test?'''''----> '''''Definition question'''''~~

	~~'''Example (2):'''~~
	~~-'''Explainer:''' ['So have you ever heard of something called a black hole?']~~
	~~-'''Explainee:''' ['''''What is a black hole?'''''] ----> '''''Definition question'''''~~
	~~-'''Explainer:''' ['Well, it has to do with, a lot with gravity,', 'do you know what gravity is?']~~
	~~-'''Explainee:''' ['No, not at all.']~~

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	~~<!--~~
	~~<h2>Assertion question</h2>~~
	An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref>

	~~-'''Explainee:''' ['Connectone?']~~
	~~-'''Explainer:''' ['Connectome.']~~
	~~-'''Explainee:''' ['''''To be honest, I have no idea.'''''] ---> '''''Assertion question'''''~~
	-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
	~~-'''Explainee:''' ['Whoa.']~~
	~~-->~~

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			<!--
	<h2>Assertion question</h2>		<h2>Assertion question</h2>
	An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref>		An Assertion question is formed according to the following abstract specification: "The speaker makes a statement indicating he lacks knowledge or does not understand an idea". An example of Assertion question would be: "I don't understand main effects.<ref name="graesser1994question"> Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American educational research journal, 31(1), 104-137.‏</ref>
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	-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']		-'''Explainer:''' ["That's good, that's a great place to start.", 'There are cells in your brain.', 'Those brain cells are connected by wires to each other.', 'Electricity travels down those wires and communicates', 'from one part of the brain to the other part of the brain,', 'and each of those brain cells makes, you know,', "a thousand connections, it's something like", 'a hundred trillion connections.']
	-'''Explainee:''' ['Whoa.']		-'''Explainee:''' ['Whoa.']
			-->

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	Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.		Context: At first the molecules of sugar are more concentrated in and around the sugar cube and less concentrated in the water farther from the cube.
	-Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”		-Tutor:“This cube of sugar is disintegrating, breaking apart, expanding into all spaces . . .”
	-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''		-Student:'''''Until, until equilibrium is accomplished.''''' ---> '''''deep follow-up'''''