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de Mooij, Susanne M. M.; Dumontheil, Iroise; Kirkham, Natasha Z.; Raijmakers, Maartje E. J.; van der Maas, Han L. J. – Developmental Science, 2022
The ability to monitor and adjust our performance is crucial for adaptive behaviour, a key component of human cognitive control. One widely studied metric of this behaviour is post-error slowing (PES), the finding that humans tend to slow down their performance after making an error. This study is a first attempt at generalizing the effect of PES…
Descriptors: Electronic Learning, Educational Technology, Educational Games, Error Patterns
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Kourtali, Nektaria-Efstathia; Révész, Andrea – Language Learning, 2020
This study investigated the effects of task complexity on child learners' second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one…
Descriptors: Language Aptitude, Second Language Learning, Comparative Analysis, Task Analysis
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Tamburelli, Marco; Jones, Gary – Journal of Speech, Language, and Hearing Research, 2013
Purpose: In this study, the authors examined the role of syllabic structure in nonword repetition performance in typically developing (TD) children and children with specific language impairment (SLI). Method: Eighteen children with SLI (5;7--6;7 [years;months]) and 18 TD children matched for chronological age were tested on their ability to…
Descriptors: Children, Syllables, Repetition, Language Impairments
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Nesari, Shahram Jamali; Kamari, Elahe – Advances in Language and Literary Studies, 2014
This research investigated the word reading performance of Persian speaking dyslexic children through the use of a reading test. For this reason, 15 Persian elementary developmental dyslexic student with the mean age of 9.6, (SD= 1.5) and 15 Persian unimpaired elementary student with the mean age of 9.6 (SD= 1.4) were compared. The performance of…
Descriptors: Elementary School Students, Dyslexia, Children, Reading Difficulties
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Pizzioli, Fabrizio; Schelstraete, Marie-Anne – Clinical Linguistics & Phonetics, 2011
Children with specific language impairment (SLI) demonstrate consistent comprehension problems. The present study investigated whether these problems are driven primarily by structural complexity or length. A picture-sentence matching task was presented to 30 children: (1) 10 children with SLI, (2) 10 comprehension-matched children with typical…
Descriptors: Sentences, Age, Language Impairments, Language Acquisition
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Bialystok, Ellen – Journal of Experimental Child Psychology, 1989
Three studies examined the hypotheses that: (1) codability and not extent of distance determines difficulty; (2) critical features and not whole objects are coded; and (3) implicit perceptual axes provide a frame of reference for coding the display. Results supporting these hypotheses are discussed in terms of a description of spatial…
Descriptors: Children, Cognitive Ability, Difficulty Level, Error Patterns
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Halford, Graeme S. – International Journal of Behavioral Development, 1980
Four groups of children (N=80; C.A. 6.6. to 12.5; M.A. 7.9 to 14.7) were tested for ability to reproduce five-element two- and three-dimensional patterns. Significant interaction and main effects were found. Three-dimensional pattern performance increased with age; all ages performed well on two-dimensional patterns. (Author/DB)
Descriptors: Age Differences, Children, Cognitive Development, Developmental Stages
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Heyman, Gail D.; Gee, Caroline L.; Giles, Jessica W. – Child Development, 2003
Three studies investigated preschoolers' reasoning about ability. Findings suggested sensitivity to mental state information when judging another child's ability, and they perceived positive correlations between effort and academic success, and "niceness" and high academic ability. Comparisons with 9- to 10-year-olds suggest that…
Descriptors: Academic Ability, Children, Cognitive Ability, Cognitive Development