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Direct linkSchouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M. – IEEE Transactions on Learning Technologies, 2018
In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…
Descriptors: Educational Technology, Technology Uses in Education, Electronic Learning, Program Design
Westera, J. J.; Houtzager, B. A.; Overdiek, B.; van Wassenaer, A. G. – Developmental Medicine & Child Neurology, 2008
The aim of the present study was to evaluate whether the application of Dutch versus US test procedures and norms of the Bayley Scales of Infant Development-2nd edition (BSID-II) leads to different developmental outcomes. The BSID-II was administered to 376 preterm infants (191 males, 185 females; mean gestational age 30wks [SD 2.7], mean…
Descriptors: Premature Infants, Raw Scores, Measures (Individuals), Testing
Bouwmeester, Samantha; Sijtsma, Klaas – Multivariate Behavioral Research, 2007
Fuzzy trace theory posits that during development the use of verbatim information for solving transitive relationships shifts to the use of gist information. In cognitive developmental research that uses a cross-sectional design, the binomial mixture model is often used to identify such shifts. Because the binomial mixture model assumes equal task…
Descriptors: Item Response Theory, Developmental Psychology, Developmental Stages, Cognitive Development
