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Direct linkPotard, C.; Henry, A.; Pochon, R.; Kubiszewski, V.; Combes, C.; Brouté, V.; Roy, A. – Journal of School Violence, 2021
The aim of the current study was to examine the associations between different types of executive functions (EFs) and bullying involvement in adolescent boys and girls. A self-report questionnaire was administered to 385 adolescents (mean age = 12.6 years) from nine junior high schools in France. Participants were divided into four bullying…
Descriptors: Bullying, Correlation, Executive Function, Evidence Based Practice
Nowbakht, Mohammad; Olive, Thierry – Written Communication, 2021
This study examined the role of error-type and working memory (WM) in the effectiveness of direct-metalinguistic and indirect written corrective feedback (WCF) on self error-correction in first-language writing. Fifty-one French first-year psychology students volunteered to participate in the experiment. They carried out a first-language…
Descriptors: Short Term Memory, Feedback (Response), Error Correction, Foreign Countries
Prouteau, Antoinette; Roux, Solenne; Destaillats, Jean-Marc; Bergua, Valérie – Journal of Cognitive Education and Psychology, 2017
Justification: Recent studies showed that neurocognitive insight difficulties occur in subjects with schizophrenia. However, little is known about the different profiles of neurocognitive insight, their relations with neurocognitive functioning, and their specific links with mood factors and outcomes. Aim: The study explored profiles of…
Descriptors: Schizophrenia, Patients, Cognitive Ability, Comorbidity
Helal, Suha; Weil-Barais, Annick – European Early Childhood Education Research Journal, 2015
The present study investigated the general cognitive determinants of alphabetic letter knowledge. It involved 60 French kindergarten children (mean age: five years six months). Two test batteries were used: the CMS to evaluate general cognitive abilities (memory, attention, and learning), and the LKT to assess letter knowledge and its various…
Descriptors: Alphabets, Emergent Literacy, Kindergarten, Cognitive Ability
Download full textLieury, Alain; Lorant, Sonia – International Journal of Educational Psychology, 2013
This article is a synthesis of unpublished and published experiments showing that elementary memory scores (words and pictures immediate recall; delayed recall, recognition), which are very sensitive to aging and in pharmacological protocols, have little or no correlation with school achievement. The alternative assumption developed is that school…
Descriptors: Long Term Memory, Academic Achievement, Middle School Students, Recall (Psychology)
Namazi, Mahchid; Thordardottir, Elin – International Journal of Bilingual Education and Bilingualism, 2010
We explored the relationship between working memory (WM) and visually controlled attention (CA) in young bilingual and monolingual children. Previous research has shown that balanced bilingual children outperform monolinguals in CA. However, it is unclear whether this advantage is truly associated with bilingualism or whether potential WM and/or…
Descriptors: Nonverbal Tests, Short Term Memory, Monolingualism, Bilingualism
Alamargot, Denis; Lambert, Eric; Thebault, Claire; Dansac, Christophe – Reading and Writing: An Interdisciplinary Journal, 2007
The aim of this study was to compare the compositional performances of deaf and hearing students and to investigate the relationships between these performances and working memory capacities. Fifteen prelingually deaf, sign-using students and 15 hearing students composed a descriptive text and performed working memory tasks. The deaf students had…
Descriptors: Writing (Composition), Writing Skills, Deafness, Short Term Memory
