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Roark, Casey L.; Lehet, Matthew I.; Dick, Frederic; Holt, Lori L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Category learning is fundamental to cognition, but little is known about how it proceeds in real-world environments when learners do not have instructions to search for category-relevant information, do not make overt category decisions, and do not experience direct feedback. Prior research demonstrates that listeners can acquire task-irrelevant…
Descriptors: Classification, Learning Processes, Schemata (Cognition), Decision Making
Hedlefs-Aguilar, Maria Isolde; Morales-Martinez, Guadalupe Elizabeth; Villarreal-Lozano, Ricardo Jesus; Moreno-Rodriguez, Claudia; Gonzalez-Rodriguez, Erick Alejandro – European Journal of Educational Research, 2021
This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios,…
Descriptors: Test Anxiety, Engineering Education, Algebra, College Students
Aryadoust, Vahid; Foo, Stacy; Ng, Li Ying – Language Testing, 2022
The aim of this study was to investigate how test methods affect listening test takers' performance and cognitive load. Test methods were defined and operationalized as while-listening performance (WLP) and post-listening performance (PLP) formats. To achieve the goal of the study, we examined test takers' (N = 80) brain activity patterns…
Descriptors: Listening Comprehension Tests, Language Tests, Eye Movements, Brain Hemisphere Functions
Michel, Marije; Révész, Andrea; Lu, Xiaojun; Kourtali, Nektaria-Efstathia; Lee, Minjin; Borges, Lais – Second Language Research, 2020
Most research into second language (L2) writing has focused on the products of writing tasks; much less empirical work has examined the behaviours in which L2 writers engage and the cognitive processes that underlie writing behaviours. We aimed to fill this gap by investigating the extent to which writing speed fluency, pausing, eye-gaze…
Descriptors: Second Language Learning, Writing Processes, Cognitive Processes, Writing Skills
Revesz, Andrea; Michel, Marije; Lee, Minjin – Studies in Second Language Acquisition, 2019
This study investigated the cognitive processes underlying pauses at different textual locations (e.g., within/between words) and various levels of revision (e.g., below word/clause). We used stimulated recall, keystroke logging, and eye-tracking methodology in combination to examine pausing and revision behaviors. Thirty advanced Chinese L2 users…
Descriptors: Writing Processes, Revision (Written Composition), English (Second Language), Language Tests
Cheng, Kun-Hung; Hou, Huei-Tse – Technology, Pedagogy and Education, 2015
Previous research regarding peer assessment has investigated the relationships between peer feedback and learners' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of…
Descriptors: Behavior Patterns, Student Behavior, Metacognition, Peer Evaluation