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Van der Hallen, Ruth; Vanmarcke, Steven; Noens, Ilse; Wagemans, Johan – Journal of Autism and Developmental Disorders, 2017
Studies using hierarchical patterns to test global precedence and local-global interference in individuals with ASD have produced mixed results. The current study focused on stimulus variability and locational uncertainty, while using different attentional modes. Two groups of 44 children with and without ASD completed a divided attention task as…
Descriptors: Stimuli, Teaching Methods, Autism, Pervasive Developmental Disorders
Tao, Ting; Shi, Jiannong – High Ability Studies, 2018
The education of gifted children is of considerable interest. The present study focused on the effect of enriched education on intellectually gifted children's attention. In the present study, 7-12-year-old children completed seven tests of attention (alertness, focused attention, divided attention, attentional switching, sustained attention,…
Descriptors: Academically Gifted, Children, Preadolescents, Educational Environment
Liefooghe, Baptist; Hughes, Sean; Schmidt, James R.; De Houwer, Jan – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Automaticity can be established by consistently reinforcing contingencies during practice. During reinforcement learning, however, new relations can also be derived, which were never directly reinforced. For instance, reinforcing the overlapping contingencies A [right arrow] B and A [right arrow] C, can lead to a new relation B-C, which was never…
Descriptors: Reinforcement, Visual Stimuli, Interference (Learning), Reaction Time
Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M. – Journal of Behavioral Education, 2016
Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…
Descriptors: Stimuli, Teaching Methods, Graduate Students, Attention
Explicit Instruction through Task Repetition: Effects on Explicit and Implicit Knowledge Development
Khezrlou, Sima – Language Awareness, 2021
The present study explored the effect of task repetition with and without explicit instruction on EFL learners' (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14).…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Oral Language
Hunt, Anna-Blair; Holmes, Kerry P. – Kappa Delta Pi Record, 2018
For positive impact on engagement and learning, use innovative beginnings and endings for lessons. The authors provide multiple ways teachers can use visual materials, music, and movement to construct innovative sets and closures.
Descriptors: Learner Engagement, Attention, Educational Innovation, Culturally Relevant Education
Tanir, Ayse; Erkut, Oya – Universal Journal of Educational Research, 2018
The aim of this study is to examine the effect of rhythm training in basketball on the lay-up skill and visual attention ability of 9-10-year-old school children. 56 primary school children (28 experimental groups and 28 control groups) receiving education in the Republic of Macedonia took part voluntarily in the study. At the beginning of the…
Descriptors: Team Sports, Skill Development, Elementary School Students, Visual Perception
Cirelli, Laura K.; Dickinson, Joël; Poirier, Marie – Journal of Psycholinguistic Research, 2015
Previous research has shown that explicit cues specific to the encoding process (endogenous) or characteristic of the stimuli themselves (exogenous) can be used to direct a reader's attentional resources towards either relational or item-specific information. By directing attention to relational information (and therefore away from item-specific…
Descriptors: Cues, Psycholinguistics, Language Processing, Memory
Zhu, Jiawen; Dawson, Kara; Ritzhaupt, Albert D.; Antonenko, Pavlo – Journal of Educational Multimedia and Hypermedia, 2020
This study investigated the effects of multimedia and modality design principles using a learning intervention about Australia with a sample of college students and employing measures of learning outcomes, visual attention, satisfaction, and mental effort. Seventy-five college students were systematically assigned to one of four conditions: a)…
Descriptors: Educational Technology, Technology Uses in Education, College Students, Multimedia Instruction
ter Haar, Sita Minke; Levelt, Clara Cecilia – Language Learning and Development, 2018
Infants are thought to be sensitive to frequency in the input as a cue for phonological development. However, linguistic biases such as phonological markedness have been argued to play a role too. Since frequency and markedness are correlated, the two assertions could be different interpretations of data that confound frequency and markedness. In…
Descriptors: Phonology, Teaching Methods, Preferences, Correlation
Mirus, Gene; Napoli, Donna Jo – Journal of Multilingual Education Research, 2019
Encouraging relaxed and playful interaction over stories naturally fosters language interaction and both preliteracy [hereafter (pre)literacy skills] and literacy without anxiety. Reading for pleasure is valuable for young hearing children -- we know that, it is among the most beloved family rituals. In this article we argue that reading for…
Descriptors: Deafness, Emergent Literacy, Preschool Children, Recreational Reading
Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla – European Journal of Special Needs Education, 2015
Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Attention, Teaching Methods
Clinton, Virginia; Morsanyi, Kinga; Alibali, Martha W.; Nathan, Mitchell J. – Grantee Submission, 2016
Learning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly…
Descriptors: Visual Discrimination, Color, Coding, Probability
Ip, Horace H. S.; Lai, Candy Hoi-Yan; Wong, Simpson W. L.; Tsui, Jenny K. Y.; Li, Richard Chen; Lau, Kate Shuk-Ying; Chan, Dorothy F. Y. – Cogent Education, 2017
Previous research has illustrated the unique benefits of three-dimensional (3-D) Virtual Reality (VR) technology in Autism Spectrum Disorder (ASD) children. This study examined the use of 3-D VR technology as an assessment tool in ASD children, and further compared its use to two-dimensional (2-D) tasks. Additionally, we aimed to examine…
Descriptors: Autism, Pervasive Developmental Disorders, Simulated Environment, Educational Technology
Axelsson, Anton; Andersson, Richard; Gulz, Agneta – Journal of Educational Psychology, 2016
Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate…
Descriptors: Executive Function, Play, Computer Software, Preschool Children