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Allen, Katie; Giofrè, David – Educational Psychology, 2021
Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial…
Descriptors: Foreign Countries, Short Term Memory, Mathematics Achievement, Elementary School Students
Veerbeek, Jochanan; Vogelaar, Bart; Verhaegh, Janneke; Resing, Wilma C. M. – Journal of Computer Assisted Learning, 2019
Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving…
Descriptors: Young Children, Pretests Posttests, Problem Solving, Outcomes of Education
Messer, David; Henry, Lucy A.; Nash, Gilly – British Journal of Educational Psychology, 2016
Background: Few investigations have examined the relationship between a comprehensive range of executive functioning (EF) abilities and reading. Aims: Our investigation identified components of EF that independently predicted single word reading, and determined whether their predictive role remained when additional variables were included in the…
Descriptors: Children, Language Impairments, Executive Function, Reaction Time
Choi, Jean; Sardar, Shaila – Canadian Journal for the Scholarship of Teaching and Learning, 2011
Although specific cognitive abilities, cognitive style, and learning preferences are assumed to be inter-related, the empirical evidence supporting this assumption is mixed. Cognitive style refers to how individuals represent information, and learning preference refers to how individuals prefer the presentation of information (Mayer & Massa,…
Descriptors: Foreign Countries, College Students, Cognitive Ability, Cognitive Style
Rast, Philippe – Developmental Psychology, 2011
The present study aimed at modeling individual differences in a verbal learning task by means of a latent structured growth curve approach based on an exponential function that yielded 3 parameters: initial recall, learning rate, and asymptotic performance. Three cognitive variables--speed of information processing, verbal knowledge, working…
Descriptors: Verbal Learning, Predictor Variables, Individual Differences, Short Term Memory
Chen, Chih-Ming; Sun, Ying-Chun – Computers & Education, 2012
Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…
Descriptors: Video Technology, Animation, Multimedia Materials, Learning Processes
Hanson, Karen L.; Medina, Krista Lisdahl; Padula, Claudia B.; Tapert, Susan F.; Brown, Sandra A. – Journal of Child & Adolescent Substance Abuse, 2011
Because of ongoing neuromaturation, youth with chronic alcohol/substance use disorders (AUD/SUD) are at risk for cognitive decrements during young adulthood. We prospectively examined cognition over 10 years based on AUD/SUD history. Youth (N = 51) with no AUD/SUD history (n = 14), persisting AUD/SUD (n = 18), or remitted AUD/SUD (n = 19) were…
Descriptors: Visual Learning, Verbal Learning, Drug Use, Drinking
Shashi, V.; Veerapandiyan, A.; Schoch, K.; Kwapil, T.; Keshavan, M.; Ip, E.; Hooper, S. – Journal of Intellectual Disability Research, 2012
Background: Although distinctive neuropsychological impairments have been delineated in children with chromosome 22q11 deletion syndrome (22q11DS), social skills and social cognition remain less well-characterised. Objective: To examine social skills and social cognition and their relationship with neuropsychological function/behaviour and…
Descriptors: Attention Deficit Hyperactivity Disorder, Anxiety Disorders, Control Groups, Check Lists
Mayes, Susan Dickerson; Calhoun, Susan L.; Bixler, Edward O.; Zimmerman, Dennis N. – Learning and Individual Differences, 2009
Word reading and math computation scores were predicted from Wechsler Abbreviated Scale of Intelligence Full Scale IQ, 10 neuropsychological tests, and parent attention deficit hyperactivity disorder (ADHD) ratings in 214 general population elementary school children. IQ was the best single predictor of achievement. In addition, Digit Span…
Descriptors: Elementary School Students, Hyperactivity, Verbal Learning, Attention Deficit Disorders
Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna – Journal of Educational Psychology, 2007
Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…
Descriptors: Memory, Childrens Writing, Writing Skills, Notetaking

Portes, Pedro R. – Journal of Research and Development in Education, 1991
Study examined mother-child interaction characteristics in relation to the scholastic achievement of elementary students. Researchers videotaped mother-child interactions as they worked together on a project. Factor analysis of interaction variables indicated maternal verbal guidance was a significant predictor of scholastic achievement,…
Descriptors: Academic Achievement, Cognitive Development, Cognitive Style, Elementary Education

Perry, Michelle; Lewis, Johanna L. – Developmental Psychology, 1999
Examined whether indexes of verbal imprecision could be quantified and used to predict changes in fifth graders' problem-solving performance. Found that four types of verbal imprecision predicted improved performance: false starts and self-repairs, deletions, long pauses, and metacognitive comments. Results suggested that adopting a new approach…
Descriptors: Cognitive Development, Elementary School Students, Grade 5, Intermediate Grades

Gold, Patricia Cohen; Johnson, John A. – Journal of Clinical Psychology, 1982
Examined the effectiveness of specific psychoeducational tutoring methods on achievement in reading, self-esteem, auding, and verbal language in 132 youths and adults reading below fifth level. Found subjects made significant improvement. Also tested the adequacy of a developmental reading model for adult illiterates. (Author/JAC)
Descriptors: Adult Basic Education, Adults, Literacy Education, Outcomes of Education

Ackerman, Peggy T.; And Others – Journal of Learning Disabilities, 1994
Electroencephalographic (EEG) power spectra were studied in two poor reader groups (dyslexia and slow learning) and a normal reading group with attention deficit disorder (ADD). In correlational analyses, the combination of greater low beta and less theta power significantly predicted better reading and spelling. Results suggest adequate readers…
Descriptors: Attention Deficit Disorders, Cognitive Processes, Dyslexia, Electroencephalography
Cunningham, Anne E. – Journal of Experimental Child Psychology, 2006
Share's "self-teaching" model proposes that readers acquire most knowledge about the orthographic structure of words incidentally while reading independently. In the current study, the self-teaching hypothesis was tested by simulating everyday reading through the use of real words, analyzing the effects of context, and considering the independent…
Descriptors: Grade 1, Cognitive Ability, Spelling, Independent Study
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