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Direct linkvan 't Noordende, Jaccoline E.; Kroesbergen, Evelyn H.; Leseman, Paul P. M.; Volman, M. J. M. – Journal of Cognition and Development, 2021
The development of (early) numerical cognition builds on children's ability to understand and manipulate quantities and numbers. However, previous research did not find conclusive evidence on the role of symbolic and non-symbolic skills in the development of (early) numerical cognition. The aim of the current study was to clarify the relation…
Descriptors: Numeracy, Schemata (Cognition), Preschool Children, Skill Development
Bianco, Federica; Lombardi, Elisabetta; Lecce, Serena; Marchetti, Antonella; Massaro, Davide; Valle, Annalisa; Castelli, Ilaria – Journal of Cognition and Development, 2021
The present study evaluated: (1) the effects of two training programs designed for promoting Theory of Mind (ToM) skills in children aged 7/8; and (2) the relations between second-order recursive thinking (II-order-RT), advanced-ToM (Adv_ToM) and metacognition. Ninety-one 7- to 8-year-old children were assigned to one of three training conditions:…
Descriptors: Thinking Skills, Theory of Mind, Comparative Analysis, Teaching Methods
Suzuki, Yuichi; Yokosawa, Satoko; Aline, David – Language Teaching Research, 2022
Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different…
Descriptors: Role, Short Term Memory, Second Language Learning, Second Language Instruction
Gresch, Lisa D.; Marchman, Virginia A.; Loi, Elizabeth C.; Fernald, Anne; Feldman, Heidi M. – Journal of Speech, Language, and Hearing Research, 2018
Purpose: The aims of this study were to examine phonological short-term memory in children born preterm (PT) and to explore relations between this neuropsychological process and later language skills. Method: Children born PT (n = 74) and full term (FT; n = 60) participated in a nonword repetition (NWR) task at 36 months old. Standardized measures…
Descriptors: Phonology, Short Term Memory, Premature Infants, Neuropsychology
Xue, Jin; Shu, Hua; Li, Hong; Li, Wenling; Tian, Xiaomei – Journal of Psycholinguistic Research, 2013
The present study examined the developmental issue of cognitive factors that explain Chinese literacy. Phonological awareness, rapid automatized naming, short-term memory, orthographic awareness and morphological awareness and two literacy tasks (character naming and reading fluency) were administered to 408 second-graders, 428 fourth-graders and…
Descriptors: Naming, Phonological Awareness, Literacy, Orthographic Symbols
Hinze, Scott R.; Bunting, Michael F; Pellegrino, James W. – Learning and Individual Differences, 2009
The involvement of working memory capacity (WMC) in ruled-based cognitive skill acquisition is well-established, but the duration of its involvement and its role in learning strategy selection are less certain. Participants (N=610) learned four logic rules, their corresponding symbols, or logic gates, and the appropriate input-output combinations…
Descriptors: Learning Strategies, Short Term Memory, Logical Thinking, Multivariate Analysis
