Concept maps make students' knowledge visible. Creating a mind map gives students an opportunity to organize their knowledge and allows instructors to visualize and assess it. When students create mind maps at multiple time points, instructors can compare the maps and use the themes, patterns, and gaps that emerge to reflect on their teaching and…

Understanding student cognitive states is essential for assessing human learning. The deep neural networks (DNN)-inspired cognitive state prediction method improved prediction performance significantly; however, the lack of explainability with DNNs and the unitary scoring approach fail to reveal the factors influencing human learning. Identifying…

This study aimed to determine how Chinese children adapt to Chinese orthography-phonology correspondence by acquiring phonetic radical awareness (PRA). This study used two important Chinese encoding approaches (rote and orthographic approaches) as the developmental trajectory, in which the present study hypothesized that phonological awareness…

Recent laboratory experiments have shown that both infant and adult learners can acquire word-referent mappings using cross-situational statistics. The vast majority of the work on this topic has used unfamiliar objects presented on neutral backgrounds as the visual contexts for word learning. However, these laboratory contexts are much different…

Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a…

This paper reports the results of a quasi-experimental study that evaluated the effectiveness of collaborative mind mapping in three Hong Kong primary schools. More than 200 grade 4 students, divided into three pedagogical groups, participated in a variety of science learning activities with the aid of a mind map and/or collaborative group work.…

Purpose: The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. Method: A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0…

Helping pre-service teachers (PSTs) develop competencies in collaborative inquiry and knowledge building is crucial, but this subject remains largely unexplored in CSCL. This study examines the design and process of collaborative analytics-supported reflective assessment and its effects on promoting PSTs to develop their competencies in…

Infants build knowledge by acting on the world. We conducted an ecologically grounded test of an embodied learning hypothesis: that infants' active engagement with objects in the home environment elicits caregiver naming and cascades to learning object names. Our home-based study extends laboratory-based theories to identify real-world processes…

In Matthew 28:19-20, Jesus commanded the disciples, "go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age." Education (teaching) is a vital part of Jesus'…

Word learning in young children requires coordinated attention between language input and the referent object. Current accounts of word learning are based on spoken language, where the association between language and objects occurs through simultaneous and multimodal perception. In contrast, deaf children acquiring American Sign Language (ASL)…

In order to learn the mappings from words to referents, children must integrate co-occurrence information across individually ambiguous pairs of scenes and utterances, a challenge known as cross-situational word learning. In machine learning, recent multimodal neural networks have been shown to learn meaningful visual-linguistic mappings from…

In recent years, there have been intensive debates on whether healthy adults acquire new word knowledge through fast mapping (FM) by a different mechanism from explicit encoding (EE). In this study, we focused on this issue and investigated to what extent reteninterval, prior knowledge (PK), and lure type modulated memory after FM and EE. Healthy…

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections…

In the current study, the effect of mind map technique on the teaching success of substantive verbs is researched. To this end, pretest, post-test paired control group design was used. The study group of the study consisted of 48 students in 7/A and 7/B classes in a secondary school affiliated to the Directorate of National Education in the…