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Peer reviewed
Direct linkNgo, Chi T.; Weisberg, Steven M.; Newcombe, Nora S.; Olson, Ingrid R. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Although the hippocampus is implicated in both spatial navigation and associative memory, very little is known about whether individual differences in the 2 domains covary. People who prefer to navigate using a hippocampal-dependent place strategy may show better performance on associative memory tasks than those who prefer a caudate-dependent…
Descriptors: Individual Differences, Correlation, Navigation, Association (Psychology)
Weisberg, Steven M.; Newcombe, Nora S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Research on the existence of cognitive maps and on the cognitive processes that support effective navigation has often focused on functioning across individuals. However, there are pronounced individual differences in navigation proficiency, which need to be explained and which can illuminate our understanding of cognitive maps and effective…
Descriptors: Cognitive Mapping, Cognitive Processes, Short Term Memory, Individual Differences
Swanson, H. Lee; Fung, Wenson – Journal of Educational Psychology, 2016
This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…
Descriptors: Short Term Memory, Problem Solving, Accuracy, Phonology
Download full textSwanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Exceptional Children, 2014
This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Learning Problems
Jones, Manon W.; Branigan, Holly P.; Parra, Mario A.; Logie, Robert H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…
Descriptors: Experimental Psychology, Dyslexia, Predictor Variables, Associative Learning
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
Ross, Judith L.; Zeger, Martha P. D.; Kushner, Harvey; Zinn, Andrew R.; Roeltgen, David P. – Developmental Disabilities Research Reviews, 2009
Objective: The goal of this study was to contrast the cognitive phenotypes in boys with 47,XYY (XYY) karyotype and boys with 47,XXY karyotype [Klinefelter syndrome, (KS)], who share an extra copy of the X-Y pseudoautosomal region but differ in their dosage of strictly sex-linked genes. Methods: Neuropsychological evaluation of general cognitive…
Descriptors: Genetic Disorders, Males, Sex, Genetics
Rohde, Treena Eileen; Thompson, Lee Anne – Intelligence, 2007
The purpose of the present study is to explain variation in academic achievement with general cognitive ability and specific cognitive abilities. Grade point average, Wide Range Achievement Test III scores, and SAT scores represented academic achievement. The specific cognitive abilities of interest were: working memory, processing speed, and…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Style, Cognitive Tests
