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Bintoro, Henry Suryo; Sukestiyarno, Y. L.; Mulyono; Walid – European Journal of Educational Research, 2021
Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on…
Descriptors: Foreign Countries, Spatial Ability, Thinking Skills, Cognitive Processes
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Yang, Hui-Yu – Educational Technology & Society, 2016
The present study examines how various types of attention cueing and cognitive preference affect learners' comprehension of a cardiovascular system and cognitive load. EFL learners were randomly assigned to one of four conditions: non-signal, static-blood-signal, static-blood-static-arrow-signal, and animation-signal. The results indicated that…
Descriptors: Foreign Countries, Attention, Cues, Visualization
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Mhlolo, Michael Kainose; Schäfer, Marc – African Journal of Research in Mathematics, Science and Technology Education, 2014
Even though reflective symmetry is heavily embedded in the everyday, learners continue to experience challenges when they mathematize concepts from this informal/everyday context. In this article we argue that symmetry exists in nature, it can also be symbolized algebraically and it can be abstracted into the world of axioms and theorems. We…
Descriptors: Learning Strategies, Reflection, Concept Formation, Cognitive Style
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Al Fraidan, Abdullah; Al-Khalaf, Khadija – International Education Studies, 2012
Many studies have focused on the function of learners' strategies in a variety of EFL domains. However, research on test-taking strategies (TTSs) has been limited, even though such strategies might influence test scores and, as a result, test validity. Motivated by this fact and in light of our own experience as EFL test-makers, this article will…
Descriptors: Test Wiseness, Multiple Choice Tests, Arabs, English Language Learners
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Newcombe, Nora S.; Stieff, Mike – International Journal of Science Education, 2012
Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles,…
Descriptors: Science Education, Visualization, Spatial Ability, Cognitive Style
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Zhu, Chang; Valcke, Martin; Schellens, Tammy – Asia Pacific Journal of Education, 2008
Recent research has shown interest in studying the relationship between epistemological beliefs and numerous aspects of learning. A new question interests us: Is this kind of relationship homogeneous across cultures? This study focuses on the relationship between epistemological beliefs, learning conceptions, and approaches to study. A sample of…
Descriptors: Foreign Countries, Cross Cultural Studies, Cultural Differences, Student Attitudes
Kovalik, Susan J.; Olsen, Karen D. – Corwin, 2010
This book examines learning science from multiple perspectives--especially a child's. The whimsical character of Mary Froggins guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life. The authors demonstrate…
Descriptors: Educational Strategies, Curriculum Development, Multiple Intelligences, Science Programs
Smolucha, Larry; Smolucha, Francine C. – 1986
This paper presents four major features of L. S. Vygotsky's theory of creative imagination. The first feature discussed is that imagination is the internalization of children's play. It is explained that the development of imagination parallels the development of speech which originates in the child's social dialogue with adults, passes through an…
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Creative Development
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O'Keefe, Barbara J.; And Others – Social Behavior and Personality, 1977
Subjects differing in cognitive complexity formed impressions from either (1) three positive and three negative experimenter-selected traits; (2) three traits of each evaluation generated by the subject in a preliminary session; or (3) three experimenter-selected traits of one valence and three subject-generated traits of the opposite valence.…
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Imagery
McKoon, Gail; Ratcliff, Roger – Journal of Verbal Learning and Verbal Behavior, 1980
Three experiments were conducted to study the inferencing processes involved in anaphoric reference. Results show that an anaphora activates both its referent and concepts when in the same proposition as the referent, and that all three, when in the same proposition, are connected in the long-term representation of a text. (PJM)
Descriptors: Cognitive Processes, Cognitive Style, Comprehension, Concept Formation
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Chapman, Robin S.; Thompson, Jean – Journal of Child Language, 1980
Previous research has reported instances in which some two-year-olds failed to overextend in comprehension what they overextended in use. Fremgen and Fay found no instance of overextension in comprehension in separate experiments. From this Fremgen and Fay conclude children never overextend in comprehension. This conclusion is re-evaluated here.…
Descriptors: Child Language, Cognitive Processes, Cognitive Style, Comprehension
Ausburn, Lynna J.; Ausburn, Floyd B. – Educational Communication and Technology: A Journal of Theory, Research, and Development, 1978
Suggests 11 dimensions of cognitive style which influence learning, and proposes a three-step instructional design plan to move beyond individual instruction to individualized instruction, so that differences in learners need not result in differences in learning. (Author/JEG)
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Individualized Instruction
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Waetjen, Walter B. – Journal of Technology Studies, 1993
Order and entropy exist in all human and environmental processes. Technological innovation begins with entropy, and problem solving creates order. Humans learn by building order through conceptualizing but create entropy by not using a wider range of learning methods. (SK)
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Educational Technology
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Meinke, Dean L.; And Others – Journal of Educational Psychology, 1975
The task consisted of categorizing a set of slides depicting concepts of freedom, nonfreedom, justice, and nonjustice. The results of the analysis indicated that abstract thinkers performed significantly better than did concrete thinkers and that performance increased as a function of grade level. (Author/BJG)
Descriptors: Abstract Reasoning, Classification, Cognitive Processes, Cognitive Style
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Deutsch, Werner – Journal of Child Language, 1979
The purpose of this study was to determine what effect exposure to linguistic input pertinent to kinship terms and kinship relations has on the acquisition of the meaning of such terms. The subjects were 84 German children living in families, and 84 orphans. (Author/CFM)
Descriptors: Child Language, Cognitive Processes, Cognitive Style, Concept Formation
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