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Feride Nur Haskaraca; Hande Ilgaz – Developmental Science, 2024
Differences in the sequence with which children pass the tasks in Wellman and Liu's (2004) theory of mind (ToM) battery is increasingly bringing into question the universal and cultural specifics of children's developing understanding of others' minds. Children from China, Iran, and Turkey pass the knowledge access (KA) task of the battery earlier…
Descriptors: Knowledge Level, Foreign Countries, Beliefs, Task Analysis
Jinnie Shin; Bowen Wang; Wallace N. Pinto Junior; Mark J. Gierl – Large-scale Assessments in Education, 2024
The benefits of incorporating process information in a large-scale assessment with the complex micro-level evidence from the examinees (i.e., process log data) are well documented in the research across large-scale assessments and learning analytics. This study introduces a deep-learning-based approach to predictive modeling of the examinee's…
Descriptors: Prediction, Models, Problem Solving, Performance
Ren, Zhi; Liang, Xiao; Sun, Fanhui; Wang, Lijuan – European Journal of Developmental Psychology, 2023
Prospective memory (PM) is vital for children to live independently. Theoretical and empirical evidence has shown that executive function (EF) plays an important role in children's PM. However, there is no EF training for the PM of school-age children. Therefore, a 4-week EF training programme was conducted in this study to investigate the…
Descriptors: Executive Function, Memory, Transfer of Training, Children
Jessica Charlotte Kawalek; F. Gobet – Journal of Dance Education, 2024
This paper examines the link between cognitive processes and superior performance in contemporary dance. In the first study, thirty-six participants (professional dancers, nonprofessional dancers, and non-dancers) carried out a task in which they were asked to reproduce a sequence of dance steps while being recorded on a camcorder. Analysis…
Descriptors: Dance, Talent, Schemata (Cognition), Gender Differences
Löffler, Christoph; Frischkorn, Gidon T.; Rummel, Jan; Hagemann, Dirk; Schubert, Anna-Lena – Journal of Intelligence, 2022
The worst performance rule (WPR) describes the phenomenon that individuals' slowest responses in a task are often more predictive of their intelligence than their fastest or average responses. To explain this phenomenon, it was previously suggested that occasional lapses of attention during task completion might be associated with particularly…
Descriptors: Attention Control, Reaction Time, Intelligence, Task Analysis
van Loon, Mariëtte H.; Oeri, Niamh S. – Journal of Educational Psychology, 2023
It is unknown how multiple components of on-task regulation of learning affect task performance in school children. This research aimed to acquire insights into the interrelations between children's metacognitive monitoring, regulation of learning, and task performance. Three components of on-task regulation of learning were investigated:…
Descriptors: Task Analysis, Self Concept, Study Habits, Time Management
The Effect of Teacher Presence on Task Performance in Online Classes: An Exploratory Study on Gazing
Ikeda, Shinnosuke – Educational and Developmental Psychologist, 2023
Objectives: The COVID-19 pandemic has caused difficulties in conducting face-to-face classes in schools; instead, conducting online classes has been encouraged. However, the effect of the teacher's screen presence on students' performance is unclear. This study (n = 60) aimed to explore whether students' gaze during the task could predict their…
Descriptors: Teacher Behavior, Teacher Student Relationship, Online Courses, Eye Movements
Diago, Pascual D.; Yáñez, Dionisio F.; Arnau, David – Journal for the Study of Education and Development, 2022
Patterning, as a component of early mathematic knowledge, is a common activity carried out at elementary levels in which children are not equally successful. This study aimed to measure different variables affecting performance on patterning tasks in early childhood. For this purpose, the success of Pre-K (N = 33), K (N = 31) and first-grade…
Descriptors: Pattern Recognition, Mathematics Skills, Preschool Children, Kindergarten
Pomerleau-Turcotte, Justine; Moreno Sala, Maria Teresa; Dubé, Francis; Vachon, François – Journal of Research in Music Education, 2022
Sight-singing is prevalent in aural skill classes, where learners differ in experience and cognitive abilities. In this research, we investigated whether musical experience, level of study, and working memory capacity (WMC) can predict sight-singing performance and if there is a correlation between WMC and performance among some subgroups of…
Descriptors: Music Reading, Singing, Correlation, Auditory Discrimination
Wang, Botao; Zhou, Huan; Duan, Haijun; Wang, Xuewei; Song, Baoping; Hu, Weiping – Creativity Research Journal, 2021
The present study aimed to explore the neural-related mechanism of the creative evaluation process in individual with different levels of creativity. The time course of evaluation process for creative objects was monitored by event-related potentials (EPRs). Forty-five participants were divided into the high-creativity performance (HCP) group and…
Descriptors: Creativity, Brain Hemisphere Functions, Diagnostic Tests, Task Analysis
Cottini, Milvia; Basso, Demis; Pieri, Alessandro; Palladino, Paola – Journal of Cognition and Development, 2021
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…
Descriptors: Metacognition, Age Differences, Memory, Task Analysis
Burte, Heather; Gardony, Aaron L.; Hutton, Allyson; Taylor, Holly A. – Grantee Submission, 2018
Spatial visualization--the ability to mentally imagine and manipulate objects--has frequently been measured using the Paper Folding Test (PFT). In this task, participants view diagrams of a paper being folded and a hole being punched. They then identify the resulting punch pattern. Although task instructions promote mentally unfolding the paper,…
Descriptors: Spatial Ability, Visualization, Task Analysis, Problem Solving
Çaliskan, Hüseyin; Saglam, Halil Ibrahim – International Journal of Psychology and Educational Studies, 2017
This study aims to reveal how Turkish social studies teachers regard performance projects in elementary education, to determine problems experienced and to find out their recommendations for them. The study is based on phenomenology, a qualitative study design. The population of the study is comprised of 20 social studies teachers working for…
Descriptors: Foreign Countries, Social Studies, Teacher Attitudes, Opinions
Tzu-Hua Chen – Studies in Second Language Learning and Teaching, 2023
Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since…
Descriptors: Second Language Learning, Second Language Instruction, Speech Communication, Task Analysis
Jalalvand, Mojtaba; Bahram, Abbas; Daneshfar, Afkham; Arsham, Saeed – Research Quarterly for Exercise and Sport, 2019
Purpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and…
Descriptors: Task Analysis, Athletics, Psychomotor Skills, Feedback (Response)