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Showing 1 to 15 of 18 results Save | Export
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Beatriz González-Fernández – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Second language acquisition (SLA) researchers have long searched for patterning in the development of linguistic elements (e.g., grammar and morphology). However, little attention has been given to the examination of systematicity in vocabulary acquisition, limiting our understanding about how overall vocabulary is learnt. The current study…
Descriptors: Vocabulary Development, Language Acquisition, Sequential Learning, Written Language
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Kurby, Christopher A.; Zacks, Jeffrey M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Perceivers spontaneously segment ongoing activity into discrete events. This segmentation is important for the moment-by-moment understanding of events, but may also be critical for how events are encoded into episodic memory. In 3 experiments, we used priming to test the possibility that perceptual event boundaries organize memory for everyday…
Descriptors: Films, Priming, Sequential Learning, Cognitive Processes
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Reeders, Puck C.; Hamm, Amanda G.; Allen, Timothy A.; Mattfeld, Aaron T. – Learning & Memory, 2021
Remembering sequences of events defines episodic memory, but retrieval can be driven by both ordinality and temporal contexts. Whether these modes of retrieval operate at the same time or not remains unclear. Theoretically, medial prefrontal cortex (mPFC) confers ordinality, while the hippocampus (HC) associates events in gradually changing…
Descriptors: Memory, Brain Hemisphere Functions, Diagnostic Tests, Task Analysis
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Barth, Marius; Stahl, Christoph; Haider, Hilde – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: "inclusion" instructions require generating the transitions that form the learned sequence;…
Descriptors: Incidental Learning, Reaction Time, Association (Psychology), Learning Processes
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Gupta, Anika; Garg, Deepak; Kumar, Parteek – IEEE Transactions on Learning Technologies, 2022
With the onset of online education via technology-enhanced learning platforms, large amount of educational data is being generated in the form of logs, clickstreams, performance, etc. These Virtual Learning Environments provide an opportunity to the researchers for the application of educational data mining and learning analytics, for mining the…
Descriptors: Markov Processes, Online Courses, Learning Management Systems, Learning Analytics
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Brunec, Iva K.; Ozubko, Jason D.; Barense, Morgan D.; Moscovitch, Morris – Learning & Memory, 2017
Time and space represent two key aspects of episodic memories, forming the spatiotemporal context of events in a sequence. Little is known, however, about how temporal information, such as the duration and the order of particular events, are encoded into memory, and if it matters whether the memory representation is based on recollection or…
Descriptors: Recall (Psychology), Memory, Time, Spatial Ability
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Sen, Ayon; Patel, Purav; Rau, Martina A.; Mason, Blake; Nowak, Robert; Rogers, Timothy T.; Zhu, Xiaojin – International Educational Data Mining Society, 2018
In STEM domains, students are expected to acquire domain knowledge from visual representations that they may not yet be able to interpret. Such learning requires perceptual fluency: the ability to intuitively and rapidly see which concepts visuals show and to translate among multiple visuals. Instructional problems that engage students in…
Descriptors: Visual Aids, Visual Perception, Data Analysis, Artificial Intelligence
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Jonker, Tanya R.; MacLeod, Colin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Reconstructing memory for sequences is a complex process, likely involving multiple sources of information. In 3 experiments, we examined the source(s) of information that might underlie the ability to accurately place an event within a temporal context. The task was to estimate, after studying each list, the temporal position of a single test…
Descriptors: Information Sources, Cognitive Processes, Memory, Sequential Approach
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Abdi Tabari, Mahmoud; Miller, Michol – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ?complex task sequencing manipulated along both resource-directing (± number of elements) and…
Descriptors: Language Fluency, Task Analysis, Second Language Learning, Second Language Instruction
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Datchuk, Shawn M. – Journal of Behavioral Education, 2016
The present study investigated the effects of a multicomponent intervention on the writing behavior of adolescents with writing difficulties. A single-case design consisting of a combination of multiple-probe design across participants and pre-post test was used. Four participants completed two intervention phases: (a) sentence instruction and…
Descriptors: Writing Skills, Adolescents, Writing Difficulties, Pretests Posttests
Gould, Peter – Mathematics Education Research Group of Australasia, 2016
Learning the sequence of number words in English up to 30 is not a simple process. In NSW government schools taking part in "Early Action for Success," over 800 students in each of the first 3 years of school were assessed every 5 weeks over the school year to determine the highest correct oral count they could produce. Rather than…
Descriptors: Numbers, Sequential Learning, Mathematics Instruction, Kindergarten
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Dounas, Lamiae; Salinesi, Camille; Beqqali, Omar El – Journal of Information Technology Education: Research, 2019
Aim/Purpose: In this paper, we highlight the need to monitor and diagnose adaptive e-learning systems requirements at runtime to develop a better understanding of their behavior during learning activities and improve their design. Our focus is to reveal which learning requirements the adaptive system is satisfying while still evolving and to…
Descriptors: Electronic Learning, Learning Activities, Instructional Design, Accuracy
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Testolin, Alberto; Stoianov, Ivilin; Sperduti, Alessandro; Zorzi, Marco – Cognitive Science, 2016
Learning the structure of event sequences is a ubiquitous problem in cognition and particularly in language. One possible solution is to learn a probabilistic generative model of sequences that allows making predictions about upcoming events. Though appealing from a neurobiological standpoint, this approach is typically not pursued in…
Descriptors: Orthographic Symbols, Neurological Organization, Models, Probability
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Giustolisi, Beatrice; Emmorey, Karen – Cognitive Science, 2018
This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non-signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between…
Descriptors: Deafness, Hearing Impairments, Task Analysis, Correlation
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Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso – Developmental Science, 2012
Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…
Descriptors: Skill Development, Sequential Learning, Age Differences, Reaction Time
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