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Direct linkSwearingen, Isabelle; Reese, Elaine; Garnett, Madeline; Peterson, Elizabeth; Salmon, Karen; Carr, Polly Atatoa; Morton, Susan M. B.; Bird, Amy – Developmental Psychology, 2023
The way that mothers talk about the past (reminisce) with young children is linked to key memory, language, and socioemotional outcomes. The present research explored the role of a range of child, maternal, socioeconomic, and cultural factors that predict maternal reminiscing style, with a particular focus on maternal personality and child…
Descriptors: Mothers, Recall (Psychology), Children, Personality
Glynn, Ruth; Salmon, Karen; Low, Jason – Developmental Psychology, 2022
We investigated whether selective discussion of autobiographical memory narratives would impact the quality of young people's recall of their nondiscussed memory narratives. Children (ages 8-9 years, n = 65) and adolescents (ages 13-15 years, n = 58) completed an adapted version of the retrieval-induced forgetting (RIF) paradigm for self-generated…
Descriptors: Memory, Recall (Psychology), Children, Adolescents
Rebecca Hey; Mark McDaniel; Flaviu A. Hodis – Metacognition and Learning, 2024
Being an effective learner is an important pillar supporting success in higher education and beyond. This research aimed to uncover the extent to which undergraduate students use a set of commonly researched learning strategies, as well as to understand how learning strategy usage relates to key self-regulation factors proposed in influential…
Descriptors: Undergraduate Students, Learning Processes, Independent Study, Learning Strategies
AuBuchon, Angela M.; Elliott, Emily M.; Morey, Candice C.; Jarrold, Christopher; Cowan, Nelson; Adams, Eryn J.; Attwood, Meg; Bayram, Büsra; Blakstvedt, Taran Y.; Büttner, Gerhard; Castelain, Thomas; Cave, Shari; Crepaldi, Davide; Fredriksen, Eivor; Glass, Bret A.; Guitard, Dominic; Hoehl, Stefanie; Hosch, Alexis; Jeanneret, Stéphanie; Joseph, Tanya N.; Koch, Christopher; Lelonkiewicz, Jaroslaw R.; Meissner, Grace; Mendenhall, Whitney; Moreau, David; Ostermann, Thomas; Özdogru, Asil Ali; Padovani, Francesca; Poloczek, Sebastian; Röer, Jan Philipp; Schonberg, Christina; Tamnes, Christian K.; Tomasik, Martin J.; Valentini, Beatrice; Vergauwe, Evie; Vlach, Haley; Voracek, Martin – Journal of Cognition and Development, 2022
A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the…
Descriptors: Language Processing, Phonology, Serial Ordering, Recall (Psychology)
Sleeman, Mike; Friesen, Myron; Tyler-Merrick, Gaye; Walker, Lawrence – Journal of Behavioral Education, 2021
Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between-group experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner…
Descriptors: Mathematics Instruction, Mathematics Skills, Self Management, Grade 5
Leyva, Diana; Reese, Elaine; Laible, Deborah; Schaughency, Elizabeth; Das, Shika; Clifford, Amanda – Journal of Cognition and Development, 2020
Parents' elaboration plays an important role in autobiographical memory and socioemotional development. Two types of coding approaches have been used to assess parents' elaboration: a frequency-based coding (absolute frequencies of different types of elaborative utterances) and a scale-based coding (a 5-point scale based on relative frequencies of…
Descriptors: Memory, Social Development, Emotional Development, Personal Narratives
Download full textPennell, Catriona; Sheehan, Mark – History Education Research Journal, 2020
This article contributes to discussions surrounding the development of 'analytical tools' sensitive to the fluid nature of collective memory and all its 'varieties, contradictions, and dynamism' (Olick, 2008: 159). It explores the methodological challenges of investigating how young people in New Zealand and the United Kingdom negotiate processes…
Descriptors: War, History Instruction, Cross Cultural Studies, Foreign Countries
Harvey, Clare; Otis, Edmond; Osseiran-Moisson, Rebecca; Forrest, Rachel Heda-Joy; Heritage, Brody John; Knight, Bruce Allen – New Zealand Journal of Educational Studies, 2022
There has been concerns about the increasing incidence of youth depression and anxiety, with school teachers seeking out ways to better equip youth with skills to help them deal with daily life. A resilience training programme for youth was implemented in one region of New Zealand. It aimed to enhance resilience through the instruction of…
Descriptors: Mental Health, Resilience (Psychology), Foreign Countries, Incidence
Cook, Mervyn John – Waikato Journal of Education, 2019
Augmented reality (AR) provides exciting opportunities for advancing the design and practice of classroom instruction. AR can facilitate unique opportunities for students to conceptualise, understand and recall learning content. AR offers students contextual learning experiences. These views suggest that AR can assist in reducing distances between…
Descriptors: Computer Simulation, Teaching Methods, Educational Technology, Technology Uses in Education
Imuta, Kana; Scarf, Damian; Carson, Sally; Hayne, Harlene – Developmental Psychology, 2018
Children often learn information in a context that is vastly different to the one in which they are asked to recall or use that information. Despite this, little is known about the effect of context change on children's recall of educational information. Here, 197 5- and 6-year-olds were taught the same interactive lesson in their classroom or on…
Descriptors: Context Effect, Young Children, Field Trips, Age Differences
Cherrington, Sue – Early Years: An International Journal of Research and Development, 2018
This article reports a multiple-case study project into early childhood teachers' thinking and reflection on their teaching interactions with children in three New Zealand early childhood education centres. Using stimulated-recall interviews, teaching teams viewed video-recorded episodes of their teaching and discussed their thinking and…
Descriptors: Preschool Teachers, Case Studies, Reflection, Teacher Student Relationship
Jones, Todd C.; Robinson, Kealagh; Steel, Brenna C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Describing unfamiliar faces during or immediately after their presentation in a study phase can produce better recognition memory performance compared with a view-only control condition. We treated descriptions as elaborative information that is part of the study context and investigated how context retrieval influences recognition memory.…
Descriptors: Recognition (Psychology), Human Body, Recall (Psychology), Control Groups
Neha, Tia; Reese, Elaine; Schaughency, Elizabeth; Taumoepeau, Mele – Developmental Psychology, 2020
The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whanau (New Zealand Maori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents…
Descriptors: Foreign Countries, Family Environment, Pacific Islanders, Young Children
Hooker, Tracey – Journal of Early Childhood Research, 2019
Portfolios are widely used in New Zealand for documenting children's learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously…
Descriptors: Electronic Publishing, Portfolio Assessment, Foreign Countries, Evaluation Methods
Boers, Frank; Warren, Paul; Grimshaw, Gina; Siyanova-Chanturia, Anna – Computer Assisted Language Learning, 2017
Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference…
Descriptors: Adults, Foreign Students, Second Language Instruction, Second Language Learning
