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Direct linkMeneghetti, Chiara; Borella, Erika; Gyselinck, Valerie; De Beni, Rossana – Learning and Individual Differences, 2012
The aim of this research was to examine age-related differences in young and older adults in route learning, using different types of learning and recall test modalities. A sample of young adults (20-30 years old) and older adults (60-70 years old) learned a city route by using either a map or a description; they then performed a verification…
Descriptors: Recall (Psychology), Age Differences, Young Adults, Sentences
Rozencwajg, Paulette; Fenouillet, Fabien – Learning and Individual Differences, 2012
In this experiment we studied the effect of goal setting on the strategies used to perform a block design task called SAMUEL. SAMUEL can measure many indicators, which are then combined to determine the strategies used by participants when solving SAMUEL problems. Two experimental groups were created: one group was given an explicit, difficult…
Descriptors: Experimental Groups, Intelligence, Instructional Design, Goal Orientation
Alloway, Tracy Packiam; Elsworth, Miquela – Learning and Individual Differences, 2012
The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability…
Descriptors: Ability Grouping, Profiles, Children, Clinical Diagnosis
Sarver, Dustin E.; Rapport, Mark D.; Kofler, Michael J.; Scanlan, Sean W.; Raiker, Joseph S.; Altro, Thomas A.; Bolden, Jennifer – Learning and Individual Differences, 2012
The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with…
Descriptors: Remedial Programs, Structural Equation Models, Academic Failure, Academic Achievement
Injoque-Ricle, Irene; Calero, Alejandra D.; Alloway, Tracy P.; Burin, Debora I. – Learning and Individual Differences, 2011
The Automated Working Memory Assessment battery was designed to assess verbal and visuospatial passive and active working memory processing in children and adolescents. The aim of this paper is to present the adaptation and validation of the AWMA battery to Argentinean Spanish-speaking children aged 6 to 11 years. Verbal subtests were adapted and…
Descriptors: Short Term Memory, Word Order, Spanish Speaking, Verbal Communication
Geary, David C. – Learning and Individual Differences, 2010
The collection of articles in this special issue and related studies over the past decade provides a fine example of the substantial progress that has been made in our understanding and remediation of mathematical learning disabilities and difficulties since 1993 (Geary, 1993). The originally proposed procedural and retrieval deficits have been…
Descriptors: Mathematics Education, Learning Disabilities, Short Term Memory, Neuropsychology
Thomas, Patrick R.; McKay, Jacinta B. – Learning and Individual Differences, 2010
Changes in conceptualization and measurement of the verbalizer-visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or…
Descriptors: Cognitive Style, Instructional Design, Measures (Individuals), Instructional Materials
Sanchez, Christopher A.; Wiley, Jennifer – Learning and Individual Differences, 2010
Males traditionally outperform females on measures of both visuospatial ability and science achievement. This experiment directly tests a manipulation designed to compensate for such differences through the presentation of relevant illustrations or animations to support the construction of understanding of a specific scientific phenomenon. Males…
Descriptors: Visualization, Science Achievement, Plate Tectonics, Short Term Memory
Meyer, M. L.; Salimpoor, V. N.; Wu, S. S.; Geary, D. C.; Menon, V. – Learning and Individual Differences, 2010
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize computation and fact retrieval, and Mathematical Reasoning, which emphasizes verbal problem solving abilities in…
Descriptors: Mathematics Achievement, Short Term Memory, Mathematics Skills, Grade 3
