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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
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Choi, Soonri; Song, Jihoon – International Journal of Educational Methodology, 2023
We propose a plan to facilitate the development of backward constituent skills within a complex learning process through the manipulation of emphasis sequencing. To achieve this, we utilized perceptual offloading cues as supportive information in emphasis sequencing, taking into consideration principles of information processing and cognitive…
Descriptors: Transfer of Training, Learning Processes, Cognitive Processes, Stimuli
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Sjöblom, Amanda; Hughes, Robert W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Two experiments (N = 154 in total) using the Hebb repetition effect--the enhancement of serial recall performance for a repeated sequence in among otherwise nonrepeated sequences--reveal a key role for active articulatory-planning processes in verbal sequence learning, contrary to a prominent, phonological-store based, model (Burgess & Hitch,…
Descriptors: Sequential Learning, Repetition, Recall (Psychology), Short Term Memory
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Norton, Anderson; Ulrich, Catherine; Kerrigan, Sarah – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
We introduce a methodology for diagramming the ways students use sequences of mental actions to solve mathematical tasks. We studied 12 pre-service teachers as they solved a set of fractions tasks, ranked by cognitive demand. We present the unit transformation graphs for one of those pre-service teachers, to illustrate how she experienced and met…
Descriptors: Mathematics Education, Problem Solving, Preservice Teachers, Preservice Teacher Education
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Solopchuk, Oleg; Alamia, Andrea; Olivier, Etienne; Zénon, Alexandre – Learning & Memory, 2016
Chunking, namely the grouping of sequence elements in clusters, is ubiquitous during sequence processing, but its impact on performance remains debated. Here, we found that participants who adopted a consistent chunking strategy during symbolic sequence learning showed a greater improvement of their performance and a larger decrease in cognitive…
Descriptors: Cognitive Processes, Short Term Memory, Sequential Learning, Symbolic Learning
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Zippert, Erica L.; Clayback, Kelsey; Rittle-Johnson, Bethany – Journal of Cognition and Development, 2019
Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities,…
Descriptors: Preschool Children, Spatial Ability, Mathematics Skills, Cognitive Ability
Zippert, Erica L.; Clayback, Kelsey; Rittle-Johnson, Bethany – Grantee Submission, 2019
Preschoolers' patterning skills are predictive of their concurrent and later math knowledge; however, it is unclear if patterning is only a proxy for general intelligence, or how it might support specific math skills. The current study examined the relation between 66 preschool children's patterning skills and their general cognitive abilities,…
Descriptors: Preschool Children, Spatial Ability, Mathematics Skills, Cognitive Ability
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Gouldthorp, Bethanie; Katsipis, Lia; Mueller, Cara – Reading Research Quarterly, 2018
To date, little is known about the high-level language skills and cognitive processes underlying reading comprehension in children. The present study aimed to investigate whether children with high, compared with low, reading comprehension differ in their sequencing skill, which was defined as the ability to identify and recall the temporal order…
Descriptors: Reading Comprehension, Investigations, Sequential Learning, Language Skills
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Ngu, Bing Hiong; Phan, Huy P. – Educational Psychology Review, 2016
The degree of element interactivity determines the complexity and therefore the intrinsic cognitive load of linear equations. The unpacking of linear equations at the level of operational and relational lines allows the classification of linear equations in a hierarchical level of complexity. Mapping similar operational and relational lines across…
Descriptors: Equations (Mathematics), Cognitive Processes, Difficulty Level, Mathematics Instruction
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Kundey, Shannon M. A.; De Los Reyes, Andres; Rowan, James D.; Lee, Bern; Delise, Justin; Molina, Sabrina; Cogdill, Lindsay – Learning and Motivation, 2013
When learning highly organized sequential patterns of information, humans and nonhuman animals learn rules regarding the hierarchical structures of these sequences. In three experiments, we explored the role of working memory in college students' sequential pattern learning and performance in a computerized task involving a sequential…
Descriptors: Performance, College Students, Short Term Memory, Sequential Learning
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Mayr, Ulrich; Kleffner-Canucci, Killian; Kikumoto, Atsushi; Redford, Melissa A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
It is almost a truism that language aids serial-order control through self-cuing of upcoming sequential elements. We measured speech onset latencies as subjects performed hierarchically organized task sequences while "thinking aloud" each task label. Surprisingly, speech onset latencies and response times (RTs) were highly synchronized,…
Descriptors: Language Role, Executive Function, Task Analysis, College Students
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Mathy, Fabien; Feldman, Jacob – Cognition, 2012
Short term memory is famously limited in capacity to Miller's (1956) magic number 7 plus or minus 2--or, in many more recent studies, about 4 plus or minus 1 "chunks" of information. But the definition of "chunk" in this context has never been clear, referring only to a set of items that are treated collectively as a single unit. We propose a new…
Descriptors: Short Term Memory, Stimuli, Mathematics, Mathematics Instruction
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Staels, Eva; Van den Broeck, Wim – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59)…
Descriptors: Dyslexia, Repetition, Sequential Learning, Neurological Impairments
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Szmalec, Arnaud; Loncke, Maaike; Page, Mike P. A.; Duyck, Wouter – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
The present study offers an integrative account proposing that dyslexia and its various associated cognitive impairments reflect an underlying deficit in the long-term learning of serial-order information, here operationalized as Hebb repetition learning. In nondyslexic individuals, improved immediate serial recall is typically observed when one…
Descriptors: Dyslexia, Recall (Psychology), Language Acquisition, Reading Difficulties
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Nithart, Christelle; Demont, Elisabeth; Metz-Lutz, Marie-Noelle; Majerus, Steve; Poncelet, Martine; Leybaert, Jacqueline – Journal of Research in Reading, 2011
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological…
Descriptors: Phonological Awareness, Short Term Memory, Word Recognition, Long Term Memory
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