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Tal Ness; Valerie J. Langlois; Albert E. Kim; Jared M. Novick – Perspectives on Psychological Science, 2025
Understanding language requires readers and listeners to cull meaning from fast-unfolding messages that often contain conflicting cues pointing to incompatible ways of interpreting the input (e.g., "The cat was chased by the mouse"). This article reviews mounting evidence from multiple methods demonstrating that cognitive control plays…
Descriptors: Cognitive Ability, Language Processing, Psycholinguistics, Cues
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Güroglu, Berna – Child Development Perspectives, 2022
Forming and maintaining friendships is one of the most important developmental tasks in adolescence. Supportive and high-quality friendships have been related to positive developmental outcomes and mental health, both concurrently and in the long term. Friendships also protect against negative effects of adverse experiences, such as peer…
Descriptors: Friendship, Interaction, Well Being, Neurosciences
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Antonicelli, Giada; Rastelli, Stefano – Language Acquisition: A Journal of Developmental Linguistics, 2023
Event-related potentials (ERPs) have become widespread in second language acquisition (SLA) research and a growing body of literature has been produced in recent years. We surveyed 61 SLA papers that use ERPs to study L2 sentence processing in healthy late learners. Our main aim was to provide a critical summary of findings from the decade…
Descriptors: Brain Hemisphere Functions, Diagnostic Tests, Language Proficiency, Sentences
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Spiegel, Amy M.; Sewal, Angila S.; Rapp, Peter R. – Learning & Memory, 2014
Epigenetic modifications of chromatin structure provide a mechanistic interface for gene-environment interactions that impact the individualization of health trajectories across the lifespan. A growing body of research indicates that dysfunctional epigenetic regulation contributes to poor cognitive outcomes among aged populations. Here we review…
Descriptors: Aging (Individuals), Genetics, Environmental Influences, Interaction
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Zelazo, Philip David; Blair, Clancy B.; Willoughby, Michael T. – National Center for Education Research, 2016
Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research…
Descriptors: Executive Function, Attention Control, Educational Research, Learning Processes
Rockler, Michael J. – 1986
Studies of the brain and of the human culture can be used to demonstrate the limits of traditional approaches (based on psychological perspectives which are often narrow and restrictive) to learning styles and to offer additional perspectives on the complexity of learning. The study of the hemispheres of the brain and its triune nature indicates…
Descriptors: Brain Hemisphere Functions, Cognitive Style, Educational Anthropology, Epistemology
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Klein, Perry D. – Journal of Curriculum Studies, 2003
Many educational theorists in recent decades have argued for the plurality of forms of knowledge, both in the mind and in the curriculum. Two popular ways of conceptualizing this plurality have claimed that individual students either differ in their "learning styles" or possess "multiple intelligences". Both theories have encountered numerous…
Descriptors: Multiple Intelligences, Cognitive Style, Learning Disabilities, Spatial Ability
Crouch-Shinn, Jenella; Shaughnessy, Michael F. – 1984
This paper attempts to examine the research of split-brain, hemispheric specialization, and brain function, as it pertains to handwriting, brain wave patterns, and lateral differences. Studies are reviewed which point to asymmetric differentiated functions and capacities of the two cerebral hemispheres in split-brain patients and in normal…
Descriptors: Brain, Brain Hemisphere Functions, Cognitive Processes, Cognitive Style
Coetzee, H. S.; de Boer, Ann-Louise – 2000
Educators and learners have diverse thinking style preferences. Recognition of this difference in preferences is very important in the design of a curriculum and the way it is taught. Educators are often unaware of the way learners think and learn. Cataloging and classification can only be taught effectively if the diversity in thinking style is…
Descriptors: Brain Hemisphere Functions, Cataloging, Classification, Cognitive Style
Hauck, LaVerne S., Jr. – 1985
The Information Mapping technique was used to present a learning packet, and its usefulness in helping right-brain cerebrally dominant students to achieve the same level of subject mastery as their left-brain counterparts was examined. Reading level, grade point average, and gender were also analyzed. Torrance's "Your Style of Learning and…
Descriptors: Academic Achievement, Advance Organizers, Brain Hemisphere Functions, Cognitive Style