This study investigated the effects of WML and automaticity on mental addition through an examination of both task and individual characteristics within the framework of cognitive load theory. Seventy-three fourth-grade students in New York City public schools completed the Digit Span-Backward task of the Wechsler Intelligence Scale for…

Repetitive and restricted behaviours are a core feature of autism, and cognition in autistic individuals may also be repetitive and restricted. We aimed to investigate the relationship between repetitive behaviours and repetitive thinking. We predicted that autistic people would experience more repetitive, perseverative, visual and negative…

The purpose of this study was to identify the underlying cognitive attributes used during the design and development of science-based serious educational games. Study methods rely on a modification of cognitive diagnostics, item response theory, and Bayesian estimation with traditional statistical techniques such as factor analysis and model fit…

Performance in elementary cognitive tasks is moderately correlated with fluid intelligence and working memory capacity. These correlations are higher for more complex tasks, presumably due to increased demands on working memory capacity. In accordance with the binding hypothesis, which states that working memory capacity reflects the limit of a…

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem's statement. This paper describes a study carried out with 135…

Despite the ongoing debate in academic circles regarding the impact of the arts on individual and collective well-being, there is a paucity of empirical research in this area. Nevertheless, recent studies have begun to establish a significant correlation between arts engagement and a range of positive outcomes. The objective of this study is to…

The landscape of English Language Teaching (ELT) has evolved significantly over the past 75 years, marked by major shifts in theoretical, technological, and sociocultural approaches to language teaching and learning. From the dominance of behaviorist methods in the mid-20th century to today's innovations in digital, tech-mediated language…

To learn to read, the brain must repurpose neural systems for oral language and visual processing to mediate written language. We begin with a description of computational models for how alphabetic written language is processed. Next, we explain the roles of a dorsal sublexical system in the brain that relates print and speech, a ventral lexical…

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…

A previous study found that task shifting and fluid intelligence, but not working memory capacity (WMC) and prior knowledge, influenced the worked example effect (Schwaighofer, Bühner, & Fischer, 2016). To increase confidence in these findings, we report a preregistered extended replication study of Schwaighofer et al.'s investigation.…

Manipulative artefacts are considered useful scaffolds of arithmetic during early years education, but their use is considered less important as children get older. Yet adult arithmetic performance often recruits artefacts to improve accuracy and efficiency, and so the same benefits should accrue to children beyond early years. We propose that…

Purpose: The nature of the relationship between memory and sentence comprehension in school-age children with developmental language disorder (DLD) has been unclear. We present a novel perspective that highlights the relational influences of fluid intelligence, controlled attention, working memory (WM), and long-term memory (LTM) on sentence…

More than 50 years since the introduction of the concept of divergent production, little progress has been made in the development of parsimonious theoretical models that sufficiently explain creativity. Recently, the optimal foraging theory has been used to explain the search for items in memory tasks, suggesting the correspondence between the…

Numerous studies have tried to identify the core deficit of developmental dyscalculia (DD), mainly by assessing a possible deficit of the mental representation of numerical magnitude. Research in healthy adults has shown that numerosity, duration, and space share a partly common system of magnitude processing and representation. However, in DD,…

Previous research has shown that using gestures helps children remember more information. Here, we designed two studies to test whether children who gesture tend to rely on visuospatial cognitive resources more than children who do not gesture. We also test whether children who gesture demonstrate more creativity in their narrative productions.…