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Yicong Zheng; Pengyuan Sun; Xiaonan L. Liu – npj Science of Learning, 2023
Numerous studies have shown that learned information practiced by testing is better retained than that practiced by restudying (the testing effect). However, results are inconsistent regarding the effect of working memory (WM) capacity on the testing effect. Here, we hypothesize that the effect of WM only emerges when task demands challenge WM…
Descriptors: Short Term Memory, Retention (Psychology), Cognitive Processes, Undergraduate Students
Changlin Li; Nik Aloesnita Nik Mohd Alwi; Mohammad Musab Azmat Ali – Language Teaching Research Quarterly, 2025
To investigate how task complexity cognitive factors influence the lexical complexity in essay writing, this study was guided by Robinson's Cognition Hypothesis (CH) and Skehan's Limited Attentional Capacity Model (LACM), and examined the effects of task complexity on lexical complexity in undergraduates' essay writing. Using Lu's Lexical…
Descriptors: Task Analysis, Difficulty Level, Lexicology, Cognitive Processes
Peper, Phil; Alakbarova, Durna; Ball, B. Hunter – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Prospective memory (PM) refers to the ability to remember to complete a task at the appropriate moment in the future. Past research has found reminders can improve PM performance in both laboratory and naturalistic settings, but few projects have examined the circumstances when and what types of reminders are most beneficial. Three experiments in…
Descriptors: Cognitive Processes, Difficulty Level, Memory, Cues
Özkan Ergene; Büsra Çaylan Ergene – International Journal of Mathematical Education in Science and Technology, 2024
The aim of the study was to examine how students generate problems about the concept of series, and how they evaluate and solve these problems. The difficulties experienced by the students while posing problems and their perceptions of the posing-evaluating-solving approach were also explored. In the first stage, 46 second-year university students…
Descriptors: Problem Solving, Mathematics Instruction, Difficulty Level, Undergraduate Students
Kleinkorres, Ruben; Forthmann, Boris; Holling, Heinz – Journal of Intelligence, 2021
Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type ("be fluent" vs. "be creative") and concurrent…
Descriptors: Difficulty Level, Creative Thinking, Creativity, Correlation
Rosa Maria Manchón; Sophie McBride; María Dolores Mellado Martínez; Olena Vasylets – Studies in Second Language Acquisition, 2023
This study examined the independent effects of working memory (WM) and the interactive effects of WM/L2 proficiency and WM/task complexity on L2 written performance. The study followed a within--between-participant factorial design, with two levels of task complexity as the within-participant variable and L2 proficiency and WM as…
Descriptors: Short Term Memory, Language Proficiency, Second Language Learning, Task Analysis
Çini, Ahsen; Järvelä, Sanna; Dindar, Muhterem; Malmberg, Jonna – Metacognition and Learning, 2023
Metacognitive awareness is knowing about learners' own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple…
Descriptors: Metacognition, Video Technology, Measures (Individuals), Problem Solving
Peter E. Doolittle; Krista P. Wojdak; C. Edward Watson; Dawn N. Adams; Gina Mariano – Journal of the Scholarship of Teaching and Learning, 2024
Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were…
Descriptors: Undergraduate Students, Task Analysis, Critical Incidents Method, Self Efficacy
Xiaolong Geng – International Journal of Information and Communication Technology Education, 2024
This investigation underscores the significant impact of PE strategy selection on both the cognitive and operational aspects of translation. Highlighting the critical role of PE skills development in translator education, the study proposes several avenues for further research, including broadening participant demographics, integrating diverse and…
Descriptors: Cognitive Processes, Difficulty Level, Man Machine Systems, Interaction
Fabien Güth; Helena van Vorst – European Journal of Psychology of Education, 2024
Context-based learning (CBL) environments are widely used in science education to create authentic learning opportunities. Contexts can be authentic through their relation to everyday life, to uncommon scientific phenomena, or to the chemical laboratory. Previous research revealed that students choose contexts that are authentic in different ways…
Descriptors: Decision Making, Authentic Learning, Context Effect, Science Education
Peter Hu; Yangqiuting Li; Chandralekha Singh – Physical Review Physics Education Research, 2024
Quantum information science and engineering (QISE) is a rapidly developing field that leverages the skills of experts from many disciplines to utilize the potential of quantum systems in a variety of applications. It requires talent from a wide variety of traditional fields, including physics, engineering, chemistry, and computer science, to name…
Descriptors: Quantum Mechanics, Computer Science Education, Inquiry, Teaching Methods
Belletier, Clément; Camos, Valérie; Barrouillet, Pierre – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Several working memory (WM) theories assume a resource sharing between the maintenance of information and its processing, whereas other theories suppose that these 2 functions of WM rely on different pools of resources. Studies that addressed this question by examining whether dual-task costs occur in tasks combining processing and storage have…
Descriptors: Cognitive Processes, Short Term Memory, Attention, Recall (Psychology)
Matthew W. Lowder; Adrian Zhou; Peter C. Gordon – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
"Hospital" can refer to a physical place or more figuratively to the people associated with it. Such place-for-institution metonyms are common in everyday language, but there remain several open questions in the literature regarding how they are processed. The goal of the current eyetracking experiments was to investigate how metonyms…
Descriptors: Semantics, Eye Movements, Ambiguity (Semantics), Language Processing
Mahmoud Abdi Tabari; Xiaofei Lu; Yizhou Wang – Language Awareness, 2025
This study explored the relationship between task complexity, textual emotionality, and linguistic complexity in second language (L2) writing. Fifty-eight L2 English learners performed simple and complex versions of an argumentative writing task manipulated along with resource-directing variables. The essays were first analysed for textual…
Descriptors: Difficulty Level, Second Language Learning, Second Language Instruction, English (Second Language)
Xiuyu Lin; Zehui Zhan; Xuebo Zhang; Jiayi Xiong – IEEE Transactions on Learning Technologies, 2024
The attribution of learning success or failure is crucial for students' learning and motivation. Effective attribution of their learning success or failure in the context of a small private online course (SPOC) could generate students' motivation toward learning success while an incorrect attribution would lead to a sense of helplessness. Based on…
Descriptors: Learning Analytics, Learning Processes, Learning Motivation, Attribution Theory