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The Effect of Metacognitive Executive Function Training on Children's Executive Function, Proactive Control, and Academic Skills
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Kubota, Maki; Hadley, Lauren V.; Schaeffner, Simone; Könen, Tanja; Meaney, Julie-Anne; Morey, Candice C.; Auyeung, Bonnie; Moriguchi, Yusuke; Karbach, Julia; Chevalier, Nicolas – Developmental Psychology, 2023
The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, M[subscript age] = 8.70 years)…
Descriptors: Metacognition, Executive Function, Academic Ability, Child Behavior
Self-Regulated and Externally Regulated Learning in Adolescence: Developmental Trajectories and Relations with Teacher Behavior, Parent Behavior, and Academic Achievement
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Bardach, Lisa; Yanagida, Takuya; Goetz, Thomas; Jach, Hayley; Pekrun, Reinhard – Developmental Psychology, 2023
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of…
Descriptors: Foreign Countries, Private Schools, Distance Education, Electronic Learning
Engagement in Philosophical Dialogue Facilitates Children's Reasoning about Subjectivity
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Walker, Caren M.; Wartenberg, Thomas E.; Winner, Ellen – Developmental Psychology, 2013
Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective--one of many possible representations of…
Descriptors: Children, Logical Thinking, Philosophy, Longitudinal Studies