This study investigated developmental differences in metacognitive monitoring and control in younger (5- to 6-year-old) and older (8- to 10-year-old) children's prospective memory (PM). Metacognitive monitoring was assessed by asking the children to judge their performance before (prediction) and after (postdiction) performing a resource-demanding…

Advanced Item Response Theory (IRT) practices serve well in understanding the nature of latent variables which have been subject to research in various disciplines. In the current study, 7-12 aged 2536 children's responses to 20- item Visual Sequential Processing Memory (VSPM) sub-test of Anadolu-Sak Intelligence Scale (ASIS) were analyzed with…

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…

This study investigated the relationship between language learning strategies and achievement among Yemeni EFL university students. It also identified the differences between high and low achievers in using language learning strategies. Seventy students were randomly selected from the fourth level on the basis of their university scores as high…

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze…

Three experiments were designed to test whether experimentally created ad hoc associative networks evoke false memories. We used the DRM (Deese, Roediger, McDermott) paradigm with lists of ad hoc categories composed of exemplars aggregated toward specific goals (e.g., going for a picnic) that do not share any consistent set of features. Experiment…

Stimulus-response (S-R) episodes are formed whenever a response is executed in close temporal proximity to a stimulus. Subsequent stimulus repetition will retrieve the episode from memory, reactivating the previous response. Whereas many research findings attest to the flexibility of representing stimulus features, only little is known about the…

Three promising investigative interview interventions were assessed in 270 children (age 6-11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received "Verbal Labels," "Sketch Reinstatement of Context" or "Registered Intermediary" interviews designed to improve…

Even an irrelevant distractor stimulus is integrated into event files. Subsequently repeating the distractor triggers retrieval of the event file; however, an unresolved issue concerns the question of "what" is retrieved by the distractor. While recent studies predominantly assume that the distractor retrieves the previous response, it…

Hala, Brown, McKay, and San Juan (2013) found that children as young as 2.5 years of age demonstrated high levels of accuracy when asked to recall whether they or the experimenter had carried out a particular action. In the research reported here, we examined the relation of early-emerging source monitoring to executive function abilities.…

Has the "Strategy Inventory for Language Learning" (SILL) passed its expiry date? The SILL (Oxford, 1990) was designed as a self-evaluation tool to measure the frequency of language learning strategies used by foreign and second language (L2) learners. With simple mathematics, learners can analyze their strategy preferences overall and…

The encoding of goal-oriented motion events varies across different languages. Speakers of languages without grammatical aspect (e.g., Swedish) tend to mention motion endpoints when describing events (e.g., "two nuns walk to a house") and attach importance to event endpoints when matching scenes from memory. Speakers of aspect languages…

Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

We used a newly developed experimental paradigm to investigate aftereffects of completed intentions on subsequent performance that required the maintenance and execution of new intentions. Participants performed an ongoing number categorization task and an additional prospective memory (PM) task, which required them to respond to PM cues that…

Previous research has demonstrated that people preferentially remember reputational information that is emotionally incongruent to their expectations, but it has left open the question of the generality of this effect. Three conflicting hypotheses were proposed: (a) The effect is restricted to information relevant to reciprocal social exchange.…