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Nazaribadie, Marzieh; Ghaleiha, Ali; Ahmadpanah, Mohammad; Mazdeh, Mehrdokht; Matinnia, Nasrin; Zarabian, Mohammad-Kazem; Ostovar, Negar – Journal of Educational Psychology - Propositos y Representaciones, 2021
Background: The experience of cognitive deficits is common among patients with degenerative and psychiatric disorders. Objective: The present study aimed to evaluate the effect of the empirical literature of mindfulness intervention on cognitive functions. Methods: This study was conducted in June 2020 by using the scientific records were…
Descriptors: Program Effectiveness, Metacognition, Intervention, Cognitive Processes
Ng-Knight, Terry; Gilligan-Lee, Katie A.; Massonnié, Jessica; Gaspard, Hanna; Gooch, Debbie; Querstret, Dawn; Johnstone, Nicola – Developmental Psychology, 2022
Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (1) testing the efficacy…
Descriptors: Physical Activities, Metacognition, Intervention, Evidence
The Effect of Foreign Language Acquisition on Preschool Children's Self-Regulation and Social Skills
Uslu, Banu – European Early Childhood Education Research Journal, 2020
Recent studies have revealed that the development of self-regulation and social skills in preschool children is important for later academic success, social acceptance and psychological wellbeing. Children who lack these skills are at risk for not being able to socialize and may face rejection behaviors among peers, show aggressive behaviors, or…
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, Preschool Children
Marsh, John E.; Sörqvist, Patrik; Hodgetts, Helen M.; Beaman, C. Philip; Jones, Dylan M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
How is semantic memory influenced by individual differences under conditions of distraction? This question was addressed by observing how participants recalled visual target words-drawn from a single category-while ignoring spoken distractor words that were members of either the same or a different (single) category. Working memory capacity (WMC)…
Descriptors: Short Term Memory, Recall (Psychology), Semantics, Cognitive Processes
Marshall, Seth – College Student Journal, 2016
More research is needed that investigates how positive psychology-associated traits are predicted by neurocognitive processes. Correspondingly, the purpose of this study was to ascertain how, and to what extent, four traits, namely, grit, optimism, positive affect, and life satisfaction were predicted by the executive functioning (EF) dimensions…
Descriptors: Predictor Variables, College Students, Psychology, Personality Traits
Paulus, Markus; Licata, Maria; Kristen, Susanne; Thoermer, Claudia; Woodward, Amanda; Sodian, Beate – International Journal of Behavioral Development, 2015
This study examined longitudinal relations between early measures of prosocial action in infancy as well as cognitive and social-cognitive abilities, and the sharing behaviour of preschool children. The results reveal relations between delay-of-gratification at 24 months and inhibitory control at 30 months, and children's sharing at 5 years.…
Descriptors: Metacognition, Longitudinal Studies, Prediction, Prosocial Behavior
Parks-Stamm, Elizabeth J.; Gollwitzer, Peter M.; Oettingen, Gabriele – Learning and Individual Differences, 2010
College students whose test anxiety was measured completed a working memory-intensive math exam with televised distractions. Students were provided with implementation intentions (if-then plans; Gollwitzer, 1999) designed to either help them ignore the distractions (i.e., temptation-inhibiting plans) or focus more intently on the math exam (i.e.,…
Descriptors: Short Term Memory, Test Anxiety, College Students, Mathematics Tests
Stolzenberg, J. B.; Cherkes-Julkowski, M. – 1991
This study examines executive function and its relationship to attention dysfunction and working memory. It attempts to document the manifestations of executive function problems in school-related extended processing tasks, such as verbal problem-solving in math and reading of extended passages. Subjects (in grades 1-12) included 49 children with…
Descriptors: Attention Control, Attention Deficit Disorders, Cognitive Processes, Competence