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Direct linkBreit, Moritz; Brunner, Martin; Preckel, Franzis – Developmental Psychology, 2021
Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing…
Descriptors: Cognitive Ability, Age Differences, Child Development, Elementary School Students
Nikel, Lukasz; Oles, Maria; Oles, Piotr – Educational Studies, 2022
The aim of the study was to understand the relationship between shyness in school-age children and variables such as teacher perception of school achievement, fluid intelligence and self-efficacy in various areas of functioning. The participants were 466 Polish primary school children (boys n = 239, girls n = 227; M age = 9.55 years, SD =0.9).…
Descriptors: Shyness, Perception, Academic Achievement, Self Efficacy
Cai, Dan; Zhao, Jing; Chen, Zhijun; Liu, Di – Journal of Learning Disabilities, 2023
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10…
Descriptors: Children, Elementary School Students, Executive Function, Training
Sonja Laine; Elina Kuusisto; Kirsi Tirri – Scandinavian Journal of Educational Research, 2024
There is a lack of research on students' conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students' (age 6-16 years; N = 1282) implicit conceptions of giftedness and…
Descriptors: Student Attitudes, Gifted, Intelligence, Foreign Countries
Download full textOntuganova, Shynar; Zhumabayeva, Zhazira; Abilkhairova, Zhanar; Akzholova, Aktoty; Zhunusbekova, Aziza – Journal of Education and e-Learning Research, 2023
This study aims to assess the impact of integrative technology on the improvement of the logical thinking of students in mathematics, their goals and the appropriate technological process. The study used mixed research methods. Participants included third-grade students attending elementary schools No. 12 and Ataturk in Kentau (Kazakhstan) during…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Logical Thinking
Julia Shields Chrestay; Kyra Atterbury, Contributor; Janet Chance, Contributor; Stecy Mbemba, Contributor; Helena Miller, Contributor; Joe Alberti, Contributor; Sara Caselle, Contributor; Suzanne Cilli, Contributor; Katherine Collier, Contributor; Erica Darken, Contributor; Emily Goedde, Contributor; Rochelle Krauss, Contributor; Bernadine Magee, Contributor; Noga Newberg, Contributor; An Nguyen, Contributor; Candice Smith, Contributor – Penn GSE Perspectives on Urban Education, 2024
Need in Deed's work with Philadelphia public school teachers and their students centers empathy, informed investigation, and civic action. Bolstered by these values and with the support of the My Voice framework and dedicated Need in Deed staff, educators are equipped to co-create authentic classroom communities with their students. In Need in…
Descriptors: Intelligence, Citizen Participation, Public School Teachers, Empathy
Lilan Chen – Journal of Developmental and Physical Disabilities, 2022
Spatial ability has been shown the positive correlations with the mathematics achievement of typically developing children. However, whether there is a relationship between spatial ability and mathematics achievement in deaf children and the mechanisms that underlie the relationship remain unknown. 256 deaf children in Grades 3 to 9 in two special…
Descriptors: Foreign Countries, Deafness, Mathematics Achievement, Spatial Ability
Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…
Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages
Swanson, H. Lee; Fung, Wenson – Journal of Educational Psychology, 2016
This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…
Descriptors: Short Term Memory, Problem Solving, Accuracy, Phonology
Swanson, H. Lee; Arizmendi, Genesis D.; Li, Jui-Teng – Journal of Educational Psychology, 2021
This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory,…
Descriptors: Learning Disabilities, Elementary School Students, Grade 1, Grade 2
Schiefer, Julia; Golle, Jessika; Tibus, Maike; Oschatz, Kerstin – Journal of Advanced Academics, 2019
Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8- to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the "scientific inquiry cycle" (SIC).…
Descriptors: Elementary School Students, Elementary School Science, Science Process Skills, Inquiry
Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate – Developmental Psychology, 2017
Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding…
Descriptors: Elementary School Students, Social Cognition, Epistemology, Science Process Skills
Swanson, H. Lee; Kong, Jennifer; Petcu, Stefania – Language, Speech, and Hearing Services in Schools, 2018
Purpose: The purpose of this study was to determine those components of working memory (WM) that play a significant role in predicting math growth in children who are English language learners (N = 157) with serious math difficulties (MD). Method: A battery of tests was administered in English and Spanish that assessed computation, reading,…
Descriptors: Bilingualism, Short Term Memory, Mathematics Skills, Prediction
Miele, David B.; Son, Lisa K.; Metcalfe, Janet – Child Development, 2013
Recent studies have shown that the metacognitive judgments adults infer from their experiences of encoding effort vary in accordance with their naive theories of intelligence. To determine whether this finding extends to elementary schoolchildren, a study was conducted in which 27 third graders (M[subscript age] = 8.27) and 24 fifth graders…
Descriptors: Metacognition, Evaluative Thinking, Intelligence, Elementary School Students
Dirk, Judith; Schmiedek, Florian – Journal of Educational Psychology, 2016
Children experience good and bad days in their performance. Although this phenomenon is well-known to teachers, parents, and students it has not been investigated empirically. We examined whether children's working memory performance varies systematically from day to day and to which extent fluctuations at faster timescales (i.e., occasions,…
Descriptors: Elementary School Students, Short Term Memory, Grade 3, Grade 4
