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Direct linkCamille Tordet; Jonathan Fernandez; Eric Jamet – Journal of Computer Assisted Learning, 2025
Background: Previous research has demonstrated that quizzing can improve self-regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects. Aims: This study aimed to…
Descriptors: Self Management, Academic Achievement, Cognitive Processes, Multimedia Materials
S. Bahar Sener; Ariel Starr – Journal of Cognition and Development, 2025
Although we cannot see or touch time, across many cultures, we use spatial representations to think about this abstract concept. Spatial representations of time are thought to support temporal concepts that might otherwise be difficult to represent and reason about, such as the temporal component of episodic memory. One common form of spatially…
Descriptors: Memory, Cultural Pluralism, Spatial Ability, Time
Costanza Ruffini; Eleonora Pizzigallo; Chiara Pecini; Laura Bertolo; Barbara Carretti – Reading Research Quarterly, 2025
It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and…
Descriptors: Executive Function, Computer Assisted Instruction, Training, Reading Instruction
Olivia Ward; Deanna C. Friesen – Journal of Research in Special Educational Needs, 2025
The current study examined whether children with and without ADHD differed in text processing when contradictory information was present. Forty-seven children between 10 and 14 years old performed a self-paced reading task. Half the passages contained contradictory information. Additionally, language and cognitive skills were assessed to examine…
Descriptors: Individual Differences, Recall (Psychology), Attention Deficit Hyperactivity Disorder, Students
Download full textJolien Moorkens; Jean-Philippe van Dijck; Wim Fias – Journal of Numerical Cognition, 2025
Previous research has investigated the Spatial Numerical Associations of Response Codes (SNARC) effect as a measure of spatial number coding in relation to mathematics (Cipora et al., 2020, https://doi.org/10.1111/nyas.14355). An issue that arises if one wants to correlate mathematical performance with the SNARC effect, is how individual…
Descriptors: Teaching Methods, Decision Making, Task Analysis, Individual Differences
Pengchong Zhang; Shi Zhang – Language Learning & Technology, 2025
Multimodal input can significantly support second language (L2) vocabulary learning and comprehension. However, very little research has examined how L2 learners, especially young learners, allocate attention when exposed to such input and whether learning from multimodal input can be explained by attention allocation. This study therefore…
Descriptors: Attention, Eye Movements, Vocabulary Development, Reading Comprehension
