Access to body-based resources has been shown to augment cognitive processes, but not all movements equally aid reasoning. Interactive technologies, like dynamic geometry systems (DGS), potentially amplify the link between movement and geometric representation, thereby deepening students' understanding of geometric properties. This study…

This study examined the effects of task demand and familiarity on students' perception and processing of spatial information upon viewing visuospatial representations. Participants in South Korea were told that they would travel through an area, either drawing a map or observing the scenery depicted in photographs. The level of familiarity in the…

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions…

Background: Youths with coexisting learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are at risk for poor academic and social outcomes. The underlying cognitive deficits, such as poor working memory (WM), are not well targeted by current treatments for either LD or ADHD. Emerging evidence suggests that WM might be…

Introduction: Computers and other technological instruments in general have become a more common practice in our schools nowadays, and Computer-assisted instruction (CAI) has been recently provided in various formats from kindergartens on. It can help children at-risk for learning disabilities. Method: This study investigated the effectiveness of…