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Wu, Yun-Wu; Lin, Yu-An; Wen, Ming-Hui; Perng, Yeng-Hong; Hsu, I-Ting – EURASIA Journal of Mathematics, Science & Technology Education, 2016
The major purpose of this study is to develop an architectural design knowledge management learning system with corresponding learning activities to help the students have meaningful learning and improve their design capability in their learning process. Firstly, the system can help the students to obtain and share useful knowledge. Secondly,…
Descriptors: Building Design, Knowledge Management, Foreign Countries, Integrated Learning Systems
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Ankowski, Amber A.; Vlach, Haley A.; Sandhofer, Catherine M. – Infant and Child Development, 2013
A large literature has documented that comparison and contrast lead to better performance in a variety of tasks. However, studies of comparison and contrast present contradictory conclusions as to when and how these processes benefit learners. Across four studies, we examined how the specifics of the comparison and contrast task affect performance…
Descriptors: Preschool Children, Cognitive Development, Classification, Learning Processes
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Lei, Jiang; Lin, Yuewu – English Language Teaching, 2018
Mediation theory facilitates teachers and students to tackle the barriers in English teaching and learning process. It offers a sound systematic theoretical fort on which teachers could rely, redefines teachers' roles and functionings in the process of learners' cognitive development and growing self-regulations. The famous psychologist Lev…
Descriptors: Comparative Analysis, Language Teachers, English (Second Language), Second Language Learning
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Byrnes, James P.; Miller-Cotto, Dana; Wang, Aubrey H. – Journal of Cognition and Development, 2018
As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early science achievement with a longitudinal sample of 14,624 children who were followed from kindergarten entry to the end of 1st grade. To understand why and…
Descriptors: Cognitive Development, Grade 1, Elementary School Students, Kindergarten
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Davidson, Kathryn; Mayberry, Rachel I. – Language Acquisition: A Journal of Developmental Linguistics, 2015
Language acquisition involves learning not only grammatical rules and a lexicon but also what people are intending to convey with their utterances: the semantic/pragmatic component of language. In this article we separate the contributions of linguistic development and cognitive maturity to the acquisition of the semantic/pragmatic component of…
Descriptors: Language Acquisition, Semantics, Pragmatics, Deafness
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Mirzaei, Azizullah; Eslami, Zohreh R. – Educational Psychology, 2015
Recent second/foreign language (L2) research has witnessed the application of sociocultural tenets to L2 classrooms. This study aimed to probe whether Iranian L2 learners' engagement in ZPD-activated collaborative dialogue, or "languaging", mediates their learning process and, specifically, their appropriate use of metadiscourse to…
Descriptors: Developmental Stages, Second Language Learning, Sociocultural Patterns, Collaborative Writing
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Zaromb, Franklin M.; Karpicke, Jeffrey D.; Roediger, Henry L., III – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010
We examined free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension. Sentences were either studied without clues, with clues meaningfully embedded, or with clues following a 10-s interval delay. After presentation, subjects made judgments of comprehension (JCOMPs) or judgments…
Descriptors: Sentences, Metacognition, Recall (Psychology), Decision Making
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Pavlidou, Elpis V.; Williams, Joanne M.; Kelly, Louise M. – Annals of Dyslexia, 2009
This paper explores implicit learning in typically developing and primary school children (9-12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1-implicit instructions vs experiment…
Descriptors: Dyslexia, Statistical Analysis, Grammar, Elementary School Students
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Campanella, Jennifer; Rovee-Collier, Carolyn – Infancy, 2005
Young infants spend most of their waking time looking around, but whether they learn anything about what they see is unknown. We used a sensory preconditioning paradigm and a deferred imitation task to assess if 3-month-olds formed a latent association between 2 objects (S[subscript 1], S[subscript 2]) that they merely saw together. Because…
Descriptors: Imitation, Infants, Cognitive Development, Learning Processes
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Thorpe, Karen J.; Satterly, David J. H. – Educational Psychology: An International Journal of Experimental Educational Psychology, 1990
Presents a study of metacognitive responses of English school children examining four common metacognitive function measures. Discusses the content of each measure, the search for developmental commonality, and statistical relationships. Concludes that no evidence supported a common metacognitive factor or unified construct, although a common…
Descriptors: Cognitive Development, Cognitive Processes, Decision Making, Elementary Education
Brown, Edward K. – 1974
Although a lot of data on the psychological characteristics of children having learning disabilities have been gathered, not very much has been done to discover the underlying mechanisms, processes, or phenomenon of learning disability. Without more investigations which attempt to get at these, we will continue to be at a loss to prescribe…
Descriptors: Basic Skills, Cognitive Development, Cognitive Processes, Cognitive Tests
Crockenberg, Vincent, Ed. – 1969
This document contains abstracts of papers presented during the 93 sessions of the 1969 annual meeting of the American Educational Research Association. The papers use a wide variety of research approaches and techniques to investigate such topics as teacher characteristics and behavior, the learning process in various settings, curriculum…
Descriptors: Abstracts, Academic Achievement, Cognitive Development, Conference Reports