Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about cognition. Nonetheless, little is known about what it means to believe in learning styles. The present investigation uses one theoretical…

Children with higher working memory or updating (WMU) capacity perform better in math. What is less clear is whether and how this relation varies with grade. Children (N = 673, kindergarten to Grade 9) participated in a 4-year cross-sequential study. Data from 3 WMU (Listening Recall, Mr. X, and an updating task) and a standardized math task…

Complex problem solving (CPS) as a cross-curricular competence has recently attracted more attention in educational psychology as indicated by its implementation in international educational large-scale assessments such as the Programme for International Student Assessment. However, research on the development of CPS is scarce, and the few…

We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

The goal of this study is to analyze the self-regulation processes present in task-oriented reading activities. In the 1st experiment, we examined the following self-regulation processes in the context of answering questions about an available text: (a) monitoring the comprehension of the question, (b) self-regulating the search process, and (c)…

Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract…

The effects of neutral, separate, and interactive imagery instructions on the learning performance of first and fifth graders were compared for both single-item and paired-associate tasks. Results revealed that both younger and older children using images did show facilitation, compared with those not using images. (Author/GK)

Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and…

To examine changes in phonetic coding two age groups of 40 preschoolers were shown rhyming and nonrhyming letter sets. Recall was measured by oral free recall (testing item memory) and serial reconstruction (testing order memory). A large phonetic similarity effect was present in both groups with no developmental changes in the effect magnitude.…

The authors investigated the effects of domain knowledge on online reading among younger and older adults. Individuals were randomly assigned to either a domain-relevant (i.e., high-knowledge) or domain-irrelevant (i.e., low-knowledge) training condition. Two days later, participants read target passages on a computer that drew on information…

Two studies investigated memory processes involved in the Visual-Sequential Memory subtest of the Illinois Test of Psycholinguistic Abilities. In study 1, differences between second and fourth graders were due to greater use of stimulus labeling strategies by fourth graders. In study 2, labeling strategies were taught, improving performance.…

The prediction of an interaction between cue type and grade was not supported in the present experiment. (Authors)

An unfamiliar story either was read to children from an illustrated book or presented as a televised film. Response measures examined recall of story content as well as inferences about characters and events. The groups differed in the type of information recalled and in the way inferences were made. (Author/GDC)

Children at three age levels (four-, six-, and eight-year-olds) were asked a series of class inclusion questions presented verbally, visually, and kinesthetically. Analysis of correctness of reasons showed main effects of age and of condition. (Author/GK)

In both cued and noncued conditions, young adult and middle aged females were presented with immediate and delayed free recall tasks using historical prose passages. Results indicated there were no significant age differences and that having lived through an era helped slightly recall of that era's events. (Author/RD)