Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the contrary, the memory literature, using explicit memory…

This paper reports on a framework of thinking, memory and learning that emerged from a qualitative research study into the nature of learning for individuals with autism. The framework is useful for professional development of teachers regarding the learning characteristics of neurodiverse students with autism spectrum disorder. The paper provides…

With the emergence of a wealth of research-based information in the field of educational neuroscience, educators are now able to make more evidence-based decisions in the important area of curriculum design and construction. By viewing from the perspective of educational neuroscience, we can give a more meaningful and lasting purpose of leading to…

Contemporary debates on effective pedagogies for K-12 mathematics have called for shifts in the way teachers and teacher educators conceptualise mathematics as a subject and how it should be taught. This is reflected by changes in the curriculum including the inclusion of a strand called Working Mathematically within K-12 mathematics curriculum…

The hypothesis that a task that increases in complexity (increasing its correlation with a central measure of intelligence) does so by increasing its dimensionality by tapping individual differences or another variable was supported by findings from 46 adults aged 20-70 years performing a mental counting task. (SLD)

Three experimental tasks were devised to assess the nature of memory processing limitations in fourth-graders' oral reading comprehension. (Author/MP)