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The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents with Spina Bifida
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Coughlin, Judy; Montague, Marjorie – Journal of Special Education, 2011
This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2…
Descriptors: Congenital Impairments, Problem Solving, Mathematics Skills, Cognitive Processes
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
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Murayama, Kou; Pekrun, Reinhard; Lichtenfeld, Stephanie; vom Hofe, Rudolf – Child Development, 2013
This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10;…
Descriptors: Mathematics Achievement, Achievement Gains, Cognitive Processes, Learning Strategies
Do Low-Effort Learning Strategies Mediate Impaired Memory in ADHD?
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Egeland, Jens; Johansen, Susanne Nordby; Ueland, Torill – Journal of Learning Disabilities, 2010
As a group, participants with attention-deficit/hyperactivity disorder (ADHD) are impaired in academic performance and learning. This may be due to a mild intellectual impairment, impaired attention, or inability to allocate sufficient effort. If the latter is the case, this should be evident in the learning strategies applied. Four indices of…
Descriptors: Foreign Countries, Behavior Disorders, Semantics, Learning Strategies
Inspection Time and Intelligence: Practice, Strategies, and Attention.
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Bors, Douglas A.; Stokes, Tonya L.; Forrin, Bert; Hodder, Shelley L. – Intelligence, 1999
Examined the effects of practice, response strategies, and attentiveness on inspection time (IT) and its relation to IQ in 3 experiments involving 102 college students, testing the hypothesis that mental speed is the basis for the observed IT-IQ relation. Discusses the mixed results and evidence that the correlation is malleable. (SLD)
Descriptors: Attention, Cognitive Processes, College Students, Higher Education
Implicit Learning in Children and Adolescents with Mental Retardation.
Vinter, Annie; Detable, Christelle – American Journal on Mental Retardation, 2003
A study compared the implicit learning of 58 children (ages 7-14) with mental retardation and 53 controls (ages 3-8). Individuals with mental retardation modified their behavior after an implicit training procedure similar to the controls. The effect of implicit learning did not vary as a function of IQ or age. (Contains references.) (Author/CR)
Descriptors: Adaptive Behavior (of Disabled), Adjustment (to Environment), Adolescents, Age Differences
Dynamic Assessment: One Approach and Some Initial Data. Technical Report No. 361.
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Campione, Joseph C.; Brown, Ann L. – 1985
In an effort to validate dynamic assessment methods influenced by Vygotsky's (1978) definition of zones of proximal development (an indicator of readiness), three sets of experiments addressed two goals: the development of diagnostic assessment methods and the use of diagnostic results to guide the design of instructional programs. The first two…
Descriptors: Cognitive Measurement, Cognitive Processes, Educational Diagnosis, Elementary Education