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Direct linkDunhong Yao; Jing Lin – Education and Information Technologies, 2025
Programming education consistently faces challenges in bridging theory with practice and fostering students' cognitive competencies. This 12-year longitudinal study (2011-2023) investigates an innovative competency-based teaching model in university C programming education that integrates six educational theories into a coherent framework with…
Descriptors: Competency Based Education, Computer Science Education, Programming, Longitudinal Studies
van den Bos, Esther; van Duijvenvoorde, Anna C. K.; Westenberg, P. Michiel – Developmental Psychology, 2016
Adolescents become increasingly sensitive to social evaluation. Some previous studies have related this change to pubertal development. The present longitudinal study examined the role of sociocognitive development. We investigated whether or not the transition to recursive thinking, the ability to think about (others') thoughts, would be…
Descriptors: Adolescents, Social Development, Cognitive Development, Longitudinal Studies
Wang, Lei; Liu, Duo – Scientific Studies of Reading, 2020
In this study, we examined the mechanism for the relationship between morphological awareness and Chinese character reading in a group of Hong Kong primary school children when they were in grade two (n = 176, mean age = 8.07) and grade three (n = 163, mean age = 9.02). The results showed that morphological awareness, morpheme family size and the…
Descriptors: Morphemes, Morphology (Languages), Metalinguistics, Elementary School Students
Brouwers, Symen A.; van de Vijver, Fons J. R.; Mishra, Ramesh C. – International Journal of Behavioral Development, 2017
The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year interval among 181 Kharwar children in India,…
Descriptors: Foreign Countries, Cognitive Development, Children, Longitudinal Studies
Kail, Robert V.; Lervåg, Arne; Hulme, Charles – Developmental Science, 2016
Age-related change in processing speed has been linked directly to increases in reasoning as well as indirectly via increases in the capacity of working memory (WM). Most of the evidence linking change in speed to reasoning has come from cross-sectional research; in this article we present the findings from a 2½-year longitudinal study of 277 6-…
Descriptors: Short Term Memory, Longitudinal Studies, Cognitive Processes, Thinking Skills
Sun, He; Ng, Ee Lynn – Asia Pacific Journal of Education, 2021
The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and…
Descriptors: Family Environment, Educational Environment, Second Language Learning, Second Language Instruction
Download full textSteinlen, Anja K. – Studies in Second Language Learning and Teaching, 2017
Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a…
Descriptors: Grammar, Bilingual Students, Elementary School Students, Reading Comprehension
Eklund, Kenneth; Torppa, Minna; Aro, Mikko; Leppänen, Paavo H. T.; Lyytinen, Heikki – Journal of Educational Psychology, 2015
This study followed the development of reading speed, reading accuracy, and spelling in transparent Finnish orthography in children through Grades 2, 3, and 8. We compared 2 groups of children with familial risk for dyslexia--1 group with dyslexia (Dys _FR, n = 35) and 1 group without (NoDys_FR, n = 66) in Grade 2--with a group of children without…
Descriptors: Grade 2, Grade 3, Grade 8, Literacy
Smits, D. W.; Ketelaar, M.; Gorter, J. W.; van Schie, P. E.; Becher, J. G.; Lindeman, E.; Jongmans, M. J. – Journal of Intellectual Disability Research, 2011
Background: Children with cerebral palsy (CP) are at greater risk for a limited intellectual development than typically developing children. Little information is available which children with CP are most at risk. This study aimed to describe the development of non-verbal intellectual capacity of school-age children with CP and to examine the…
Descriptors: Cerebral Palsy, Nonverbal Ability, Children, Intellectual Development
Lytton, Hugh; Watts, Denise – 1981
Stability of child and mother characteristics and the predictability of children's cognitive competence and affective characteristics were investigated as part of a longitudinal study. At 2 years of age, 46 sets of male twins and their parents were observed in the home and were rated for attachment, independence, compliance and conscience on the…
Descriptors: Children, Cognitive Development, Foreign Countries, Individual Characteristics
Peer reviewedRoe, Kiki V.; Roe, Arnold – Perceptual and Motor Skills, 1983
Twenty-four Greek mountain village children were studied to examine the expectation that early, environmentally induced, cognitive retardation may be partially reversible. Children were tested at six and one-half years and again after four and one-half years of schooling. The results do not support such an expectation. (Author/PN)
Descriptors: Achievement Gains, Cognitive Development, Educationally Disadvantaged, Elementary Education
Peer reviewedTorneus, Margit – Journal of Educational Psychology, 1984
The causal relationship between metaphonological skills (sound blending and segmentation) and reading/spelling was investigated in two studies of first graders. One tested causal models using data from a longitudinal study of 46 dyslexics and 44 control children. The other studied the effects of metaphonological training versus general language…
Descriptors: Aptitude Treatment Interaction, Beginning Reading, Cognitive Development, Dyslexia
