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Bjorn de Koning; Shirong Zhang; Stoo Sepp – Educational Psychology Review, 2025
Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves…
Descriptors: Movement Education, Human Body, Nonverbal Communication, Multimedia Instruction
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Cowan, Nelson – Educational Psychology Review, 2014
Working memory is the retention of a small amount of information in a readily accessible form. It facilitates planning, comprehension, reasoning, and problem solving. I examine the historical roots and conceptual development of the concept and the theoretical and practical implications of current debates about working memory mechanisms. Then, I…
Descriptors: Short Term Memory, Concept Formation, Cognitive Development, Learning Processes
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Byrnes, James P.; Dunbar, Kevin N. – Educational Psychology Review, 2014
In this article, we attempt to provide an overview of the features of the abilities, aptitudes, and frames of minds that are attributed to critical thinking and provide the broad outlines of the development of critical-analytic thinking (CAT) abilities. In addition, we evaluate the potential viability of three main hypotheses regarding the reasons…
Descriptors: Critical Thinking, Thinking Skills, Cognitive Processes, Cognitive Development
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Hunt, Earl – Educational Psychology Review, 2012
Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing…
Descriptors: Evidence, Cognitive Psychology, Cognitive Processes, Models
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Kalyuga, Slava; Renkl, Alexander; Paas, Fred – Educational Psychology Review, 2010
The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture…
Descriptors: Problem Solving, Cognitive Processes, Educational Theories, Models