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Sonja Laine; Elina Kuusisto; Kirsi Tirri – Scandinavian Journal of Educational Research, 2024
There is a lack of research on students' conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students' (age 6-16 years; N = 1282) implicit conceptions of giftedness and…
Descriptors: Student Attitudes, Gifted, Intelligence, Foreign Countries
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Roebers, Claudia M.; Mayer, Boris; Steiner, Martina; Bayard, Natalie S.; van Loon, Mariëtte H. – Developmental Psychology, 2019
Although the literature consistently documents strong improvements in metacognitive skills over the elementary school years, relatively little is known about the mechanisms fueling these developments. One factor that is being discussed in the literature and targeted in the present approach is cue utilization. Cue utilization quantifies the degree…
Descriptors: Cues, Metacognition, Accuracy, Validity
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Hasenäcker, Jana; Schröter, Pauline; Schroeder, Sascha – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The developmental trajectory of the use of morphemes is still unclear. We investigated the emergence of morphological effects on visual word recognition in German in a large sample across the complete course of reading acquisition in elementary school. To this end, we analyzed lexical decision data on a total of 1,152 words and pseudowords from a…
Descriptors: Morphemes, German, Morphology (Languages), Word Recognition
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Whitely, Cristy; Colozzo, Paola – Journal of Speech, Language, and Hearing Research, 2013
Purpose: The capacity to update and monitor the contents of working memory is an executive function presumed to play a critical role in language processing. The current study used an individual differences approach to consider the relationship between memory updating and accurate reference to story characters in the narratives of typically…
Descriptors: Kindergarten, Grade 1, Grade 2, Elementary School Students
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Olson, Richard K.; Keenan, Janice M.; Byrne, Brian; Samuelsson, Stefan – Scientific Studies of Reading, 2014
Modern behavior-genetic studies of twins in the United States, Australia, Scandinavia, and the United Kingdom show that genes account for most of the variance in children's reading ability by the end of the 1st year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words…
Descriptors: Reading Skills, Skill Development, Child Development, Genetics
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Ashby, Jane; Dix, Heather; Bontrager, Morgan; Dey, Rajarshi; Archer, Ana – School Psychology Review, 2013
Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to investigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent…
Descriptors: Phonemic Awareness, Eye Movements, Reading Fluency, Longitudinal Studies
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Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E. – Developmental Psychology, 2014
We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference…
Descriptors: Trend Analysis, Taxonomy, Cognitive Ability, Thinking Skills
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Reynolds, Matthew R.; Sander, Janay B.; Irvin, Matthew J. – School Psychology Quarterly, 2010
The trajectories of internalizing and interpersonal behaviors from kindergarten through fifth grade were studied using univariate and bivariate latent curve models. Internalizing behaviors demonstrated a small, yet statistically significant, linear increase over time, while interpersonal behaviors showed a small, yet statistically significant,…
Descriptors: Interpersonal Competence, Antisocial Behavior, Elementary School Students, Age Differences
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De Smedt, Bert; Janssen, Rianne; Bouwens, Kelly; Verschaffel, Lieven; Boets, Bart; Ghesquiere, Pol – Journal of Experimental Child Psychology, 2009
This longitudinal study examined the relationship between working memory and individual differences in mathematics. Working memory measures, comprising the phonological loop, the visuospatial sketchpad, and the central executive, were administered at the start of first grade. Mathematics achievement was assessed 4 months later (at the middle of…
Descriptors: Mathematics Achievement, Short Term Memory, Grade 2, Grade 1