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Direct linkLooney, Lisa; Wong, Eugene H.; Rosales, Kevin P.; Rosales, Florissell; Tirado, Gisselle – School Psychology International, 2023
Considerable research has documented the impact of teacher perceptions on students' academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences…
Descriptors: Teacher Attitudes, Short Term Memory, Executive Function, Academic Achievement
Bakker, Merel; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Developmental Psychology, 2023
Children start preschool with large individual differences in their early numerical abilities. Little is known about the importance of heterogeneous patterns that exist within these individual differences. A person-centered analytic approach might be helpful to unravel these patterns and the cognitive and environmental factors that are associated…
Descriptors: Longitudinal Studies, Mathematics Instruction, Mathematics Achievement, Preschool Education
Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A. – Psychology in the Schools, 2016
A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…
Descriptors: Cognitive Development, Writing Skills, Teaching Methods, Grade 1
Dirk, Judith; Schmiedek, Florian – Journal of Educational Psychology, 2016
Children experience good and bad days in their performance. Although this phenomenon is well-known to teachers, parents, and students it has not been investigated empirically. We examined whether children's working memory performance varies systematically from day to day and to which extent fluctuations at faster timescales (i.e., occasions,…
Descriptors: Elementary School Students, Short Term Memory, Grade 3, Grade 4
Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
Barrouillet, Pierre; Gavens, Nathalie; Vergauwe, Evie; Gaillard, Vinciane; Camos, Valerie – Developmental Psychology, 2009
The time-based resource-sharing model (P. Barrouillet, S. Bernardin, & V. Camos, 2004) assumes that during complex working memory span tasks, attention is frequently and surreptitiously switched from processing to reactivate decaying memory traces before their complete loss. Three experiments involving children from 5 to 14 years of age…
Descriptors: Late Adolescents, Short Term Memory, Children, Experiments
Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua – Journal of Educational Psychology, 2008
The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…
Descriptors: Elementary School Students, Inhibition, Problem Solving, Short Term Memory
