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I-Hsuan Shen; Wei-En Wang; Hsing-Chang Ni; Chia-Ling Chen – Journal of Attention Disorders, 2024
Objective: To investigate the neural mechanisms underlying working memory (WM) deficits in children with ADHD. Method: WM was compared between thirty-four children with ADHD and thirty-four matched controls using neuropsychological tests, spatial and verbal versions of modified delayed matching-to-sample (DMTS) tasks, and the event-related…
Descriptors: Short Term Memory, Attention Deficit Hyperactivity Disorder, Cognitive Processes, Children
Jianqiang Ye; Junhua Gao; Tingting Lin; Kun He; Dimei Chen – Journal of Baltic Science Education, 2025
This study explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results…
Descriptors: Science Instruction, Undergraduate Students, Chemistry, Difficulty Level
Yi Zhang; Ke Xu; Yun Pan; Zhongling Pi; Jiumin Yang – Active Learning in Higher Education, 2025
The current study investigated the effects of segmentation design and drawing on college students' video learning. Participants were 158 college students randomly assigned to view either a segmented or continuous video lecture (video type: segmented vs continuous) and who either received instructed to draw while learning or no instructions at all…
Descriptors: College Students, Video Technology, Lecture Method, Eye Movements
Gummer, Tobias; Kunz, Tanja – Sociological Methods & Research, 2022
Knowledge questions frequently are used in survey research to measure respondents' topic-related cognitive ability and memory. However, in self-administered surveys, respondents can search external sources for additional information to answer a knowledge question correctly. In this case, the knowledge question measures accessible and procedural…
Descriptors: Information Sources, Knowledge Level, Online Surveys, Cognitive Ability
Hao, Xiaoxin; Xu, Zhiyi; Guo, Mingyue; Hu, Yuzheng; Geng, Fengji – International Journal of STEM Education, 2023
Background: Coding has become an integral part of STEM education. However, novice learners face difficulties in processing codes within embedded structures (also termed nested structures). This study aimed to investigate the cognitive mechanism underlying the processing of embedded coding structures based on hierarchical complexity theory, which…
Descriptors: Cognitive Processes, Difficulty Level, Programming, Computer Science Education
Donna Bryce; Florian Kattner; Teresa Birngruber; Paul Wellingerhof – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Knowing what one knows and accurately monitoring one's own capacities and performance on a moment-to-moment basis are important determinants of task success. Individual differences in such metacognitive monitoring are well documented, but what determines an individual's monitoring accuracy in a particular context is yet to be fully understood. One…
Descriptors: Accuracy, Short Term Memory, Metacognition, Recall (Psychology)
Ibbotson, Paul; Roque-Gutierrez, Ernesto – Journal of Cognition and Development, 2023
Small but robust differences in cognition exist between the sexes in adult populations. Studying sex differences in children's cognition can bring insight into when, where and how these differences might emerge in development. Here, we focus on differences in working memory because of its importance in underpinning a wide range of complex…
Descriptors: Gender Differences, Short Term Memory, Accuracy, Reaction Time
Yim, Hyungwook; Dennis, Simon J.; Sloutsky, Vladimir M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the contrary, the memory literature, using explicit memory…
Descriptors: Incidental Learning, Barriers, Memory, Difficulty Level
Del Missier, Fabio; Stragà, Marta; Visentini, Mimì; Munaretto, Giulio; Mäntylä, Timo – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Research on prospective memory has paid no attention to the way in which the intentions to be remembered are framed. In two studies on time-based prospective memory, participants had to remember multiple delayed intentions framed as time rules (i.e., respond every 7 min, every 10 min) or as a series of corresponding instances (i.e., respond at…
Descriptors: Intention, Memory, Time Perspective, Cognitive Processes
Choi, Soonri; Song, Jihoon – International Journal of Educational Methodology, 2023
We propose a plan to facilitate the development of backward constituent skills within a complex learning process through the manipulation of emphasis sequencing. To achieve this, we utilized perceptual offloading cues as supportive information in emphasis sequencing, taking into consideration principles of information processing and cognitive…
Descriptors: Transfer of Training, Learning Processes, Cognitive Processes, Stimuli
Kai-Yi Chin; Ching-Sheng Wang – Interactive Learning Environments, 2024
This study developed a VR-based mobile learning system to simulate the natural environment of a geopark for university students to learn geological knowledge. This learning method used a Google cardboard equipped with smartphones, where students can watch stereoscopic scenes and experience virtual environments as if visiting the geopark. In order…
Descriptors: Foreign Countries, Computer Simulation, Handheld Devices, Geology
Joseph, Tanya N.; Morey, Candice C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Previous work with complex memory span tasks, in which simple choice decisions are imposed between presentations of to-be-remembered items, shows that these secondary tasks reduce memory span. It is less clear how reconfiguring and maintaining various amounts of information affects decision speeds. We introduced preliminary "lead-in"…
Descriptors: Short Term Memory, Cognitive Processes, Difficulty Level, Reaction Time
Pengelley, James; Whipp, Peter R.; Rovis-Hermann, Nina – Educational Psychology Review, 2023
The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1-10, 2017) and (b) that younger learners' working memory processes are more sensitive to computer-based test formats (J Psychoeduc Assess 37(3):382-394, 2019). We addressed key methodological…
Descriptors: Scores, Cognitive Processes, Difficulty Level, Secondary School Students
Belletier, Clément; Camos, Valérie; Barrouillet, Pierre – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Several working memory (WM) theories assume a resource sharing between the maintenance of information and its processing, whereas other theories suppose that these 2 functions of WM rely on different pools of resources. Studies that addressed this question by examining whether dual-task costs occur in tasks combining processing and storage have…
Descriptors: Cognitive Processes, Short Term Memory, Attention, Recall (Psychology)
Yen-Liang Lin – Language Teaching Research, 2024
This study investigated the extent to which different pedagogical gestures contribute to learners' foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture…
Descriptors: Nonverbal Communication, Scaffolding (Teaching Technique), Second Language Learning, Recall (Psychology)