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Oliveira Pereira, Fernando – Journal of Educational Psychology - Propositos y Representaciones, 2019
The structure of mental activity and the consequent development of its components functionally affect the quality of the students' performance. The aim of this research was to know the difference between some structural details of the psychological levels of the functionality of the students with and without learning difficulties. It is a…
Descriptors: Academic Achievement, Learning Problems, Cognitive Structures, Academic Aptitude
Sana, Faria; Yan, Veronica X.; Kim, Joseph A. – Journal of Educational Psychology, 2017
The sequence in which problems of different concepts are studied during instruction impacts concept learning. For example, several problems of a given concept can be studied together (blocking) or several problems of different concepts can be studied together (interleaving). In the current study, we demonstrate that the 2 sequences impact concept…
Descriptors: Logical Thinking, Cognitive Structures, Short Term Memory, Mathematical Concepts
Casas-Garcia, Luis M.; Luengo-Gonzalez, Ricardo; Godinho-Lopes, Vitor – Online Submission, 2011
We present a new software, called Goluca (Godinho, Luengo, and Casas, 2007), based on the technique of Pathfinder Associative Networks (Schvaneveldt, 1989), which produces graphical representations of the cognitive structure of individuals in a given field knowledge. In this case, we studied the strategies used by teachers and its relationship…
Descriptors: Cognitive Structures, Knowledge Representation, Computer Software, Mental Computation
Marewski, Julian N.; Schooler, Lael J. – Psychological Review, 2011
How do people select among different strategies to accomplish a given task? Across disciplines, the strategy selection problem represents a major challenge. We propose a quantitative model that predicts how selection emerges through the interplay among strategies, cognitive capacities, and the environment. This interplay carves out for each…
Descriptors: Foreign Countries, Models, Familiarity, Holistic Approach
Eshet-Alkalai, Yoram; Chajut, Eran – Journal of Information Technology Education, 2010
The expansion of digital technologies and the rapid changes they undergo through time face users with new cognitive, social, and ergonomic challenges that they need to master in order to perform effectively. In recent years, following empirical reports on performance differences between different age-groups, there is a debate in the research…
Descriptors: Information Literacy, Computer Literacy, Information Skills, Cognitive Development
Robins, Anthony – Computer Science Education, 2010
Compared to other subjects, the typical introductory programming (CS1) course has higher than usual rates of both failing and high grades, creating a characteristic bimodal grade distribution. In this article, I explore two possible explanations. The conventional explanation has been that learners naturally fall into populations of programmers and…
Descriptors: Programming, Learning Processes, Grading, Simulation
te Nijenhuis, Jan; Hartmann, Peter – Intelligence, 2006
Spearman's "Law of Diminishing Returns" states that the g saturation of a test is greater for individuals with lower, rather than higher, test scores, and that it decreases with age. A common methodological problem in testing Spearman's "Law of Diminishing Returns" with respect to ability differentiation is how to create the…
Descriptors: Foreign Countries, Immigrants, Cognitive Structures, Ability Grouping

Newton, Douglas P.; Newton, Lynn D. – Educational Studies, 1999
Examines aspects of 10-year-old children's conceptions of understanding. Analyzes to what extent they (1) recognize understanding as a cohesive whole, (2) know when a descriptive understanding versus a causal understanding is expected, and (3) can distinguish between the types of causal understanding in science and history. Includes references and…
Descriptors: Children, Cognitive Ability, Cognitive Structures, Elementary Education

Oppenheimer, Louis – International Journal of Behavioral Development, 1986
Describes two studies investigating the development of recursive thinking in 60 Dutch children five, seven, and nine years of age. The first study replicated earlier research employing a verbal production procedure. The second study used verbal comprehension procedures and concluded that development appears two years earlier than indicated by the…
Descriptors: Children, Cognitive Ability, Cognitive Development, Cognitive Processes

Leach, John – International Journal of Science Education, 1999
Describes a study of the ways in which 9- to 16-year-old students attempted logical problems related to coordinating theory and evidence when the theories in question are scientific. Finds that most students made some reference to evidence in selecting and using their explanations, although most students also seemed capable of holding theory and…
Descriptors: Cognitive Ability, Cognitive Structures, Elementary Secondary Education, Epistemology

Burg, Blanka; Belmont, Ira – Journal of Cross-Cultural Psychology, 1990
Examines pattern of mental abilities exhibited by first-grade, Israeli-born children whose parents emigrated from Europe, Iraq, North Africa, and Yemen. Results indicate that the groups of culturally different children tended to exhibit different patterns of cognitive abilities. Concludes that historical-cultural background of a population has a…
Descriptors: Cognitive Ability, Cognitive Structures, Cross Cultural Studies, Cultural Differences

Skiba, Romuald; Dittmar, Norbert – Studies in Second Language Acquisition, 1992
The acquisition of German in three adult Poles over a three-year period is examined based on an acquisition profile of each person that specified the sequences in acquisition. The findings suggest that cognitive factors must be considered to explain the varying degree of success in the acquisition process. (40 references) (Author/LB)
Descriptors: Adults, Cognitive Ability, Cognitive Structures, Data Analysis

Vermunt, Jan D. – European Journal of Psychology of Education, 1995
Shows the effects of a tutorial program for college students using process-oriented instruction. Process-oriented instruction combines domain-specific knowledge with teaching thinking strategies. Tutorials included a diagnostic learning style instrument and learning guides. Evaluation questionnaires and exam scores both indicated improved study…
Descriptors: Cognitive Ability, Cognitive Processes, Cognitive Structures, Feedback

Quicke, John; Winter, Christine – British Educational Research Journal, 1994
Reports on an exploratory study of a metacognitive approach to teaching low achieving secondary students. Asserts that the research team hoped to examine a process whereby a dialog about learning processes would develop. Finds that all students indicated that they were able to focus on learning as a topic of conversation. (CFR)
Descriptors: Academic Ability, Cognitive Ability, Cognitive Development, Cognitive Processes