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Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies
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Leopold, Claudia; Leutner, Detlev – Metacognition and Learning, 2015
In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…
Descriptors: Learning Strategies, Metacognition, Visualization, Cognitive Mapping
Word Learning Processes in Children with Cochlear Implants
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Walker, Elizabeth A.; McGregor, Karla K. – Journal of Speech, Language, and Hearing Research, 2013
Purpose: To determine whether 3 aspects of the word learning process--fast mapping, retention, and extension--are problematic for children with cochlear implants (CIs). Method: The authors compared responses of 24 children with CIs, 24 age-matched hearing children, and 23 vocabulary-matched hearing children to a novel object noun training episode.…
Descriptors: Assistive Technology, Young Children, Deafness, Measures (Individuals)
Fast Mapping Verb Meaning from Argument Structure
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Johnson, Valerie E. – Topics in Language Disorders, 2010
Purpose: To examine lexical knowledge in children through a fast mapping task. Method: This study compared the performance of 60 African American English-speaking and general American English-speaking children between the ages of 4 and 6 years. They were presented with a comprehension task involving the fast mapping of novel verbs in 4 different…
Descriptors: Cues, Speech Communication, Verbs, North American English
Preschool Children's Ability to Visually Represent Relations
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Koerber, Susanne; Sodian, Beate – Developmental Science, 2008
The developmental origins of mapping temporal relations onto space was investigated in N = 122 3- to 5-year-old children and adults. Spontaneous production and comprehension were investigated. Production was investigated in two conditions: an iconic condition (three-dimensional objects depicting the events or objects to be represented) and an…
Descriptors: Preschool Children, Spatial Ability, Adults, Comparative Analysis
The Relative Strengths of Indirect and Direct Word Learning.
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Jaswal, Vikram K.; Markman, Ellen M. – Developmental Psychology, 2003
Three studies investigated 3-year-olds' comprehension of indirectly and directly learned words after a 2-day delay. Found indirectly and directly learned proper and common names resulted in proper name mappings that picked out individual and common name mappings that could be extended to another category member. When additional, sometimes…
Descriptors: Cognitive Mapping, Comparative Analysis, Comprehension, Generalization
Use of Speaker Intent and Grammatical Cues in Fast-Mapping by Adolescents with Down Syndrome
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McDuffie, Andrea S.; Sindberg, Heidi A.; Hesketh, Linda J.; Chapman, Robin S. – Journal of Speech, Language, and Hearing Research, 2007
Purpose: The authors asked whether adolescents with Down syndrome (DS) could fast-map novel nouns and verbs when word learning depended on using the speaker's pragmatic or syntactic cues. Compared with typically developing (TD) comparison children, the authors predicted that syntactic cues would prove harder for the group with DS to use and that…
Descriptors: Cues, Verbs, Nouns, Syntax