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Direct linkRachel-Tzofia Sinvani; Haya Fogel-Grinvald; Shimon Sapir – Journal of Speech, Language, and Hearing Research, 2024
Purpose: We studied the role of gender in metacognition of voice emotion recognition ability (ERA), reflected by self-rated confidence (SRC). To this end, we guided our study in two approaches: first, by examining the role of gender in voice ERA and SRC independently and second, by looking for gender effects on the ERA association with SRC.…
Descriptors: Gender Differences, Metacognition, Emotional Response, Self Esteem
Skrzypiec, Grace; Alinsug, Earvin; Amri Nasiruddin, Ulil; Andreou, Eleni; Brighi, Antonella; Didaskalou, Eleni; Guarini, Annalisa; Heiman, Tali; Kang, Soon-Won; Kwon, Soonjung; Olenik-Shemesh, Dorit; Ortega-Ruiz, Rosario; Romera, Eva M.; Roussi-Vergou, Christina; Sandhu, Damanjit; Sikorska, Iwona; Wyra, Mirella; Xi, Juzhe; Yang, Chih-Chien – Journal of School Violence, 2021
Research is sparse on who targets whom in peer aggression. In this study, we investigated the harm associated with the type of relationship between aggressed and aggressor with an international sample of over 5,000 students aged 11-16, living in 12 nations. Best friends and individuals with whom the respondent had no relationship were the least…
Descriptors: Aggression, Peer Relationship, Friendship, International Studies
Hadar, Linor L.; Brody, David L. – Professional Development in Education, 2021
Communal learning is a common paradigm for professional learning among teachers and teacher educators (TE). In this article, TE refers to faculty in institutions of higher education who train teachers. While the professional learning of teachers has been extensively studied, little is known about TEs' professional learning. This study contributes…
Descriptors: Facilitators (Individuals), Verbal Communication, Interaction, Group Discussion
Ganayim, Deia; Ganayim, Shireen; Dowker, Ann; Olkun, Sinan – Journal of Cognitive Education and Psychology, 2021
The study focuses on the effect of the lexical-syntactic structure on the patterns of errors by Arab first graders in tasks involving reading two-digit number and writing two-digit numbers to dictation. Children made few change or omission errors, indicating that they had little problem with the lexical aspects of the counting system. However,…
Descriptors: Arabs, Grade 1, Elementary School Students, Syntax
Icht, Michal; Mama, Yaniv; Taitelbaum-Swead, Riki – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The aim of this study was to test whether a group of older postlingually deafened cochlear implant users (OCIs) use similar verbal memory strategies to those used by older normal-hearing adults (ONHs). Verbal memory functioning was assessed in the visual and auditory modalities separately, enabling us to eliminate possible modality-based…
Descriptors: Deafness, Assistive Technology, Verbal Communication, Older Adults
Schapira, Rotem; Aram, Dorit – Early Education and Development, 2020
Research Finding: The study aimed to explore the relations between the natural process of parents' and children's general and socio-emotional discourse during and following shared book reading (SBR) interactions at home and preschoolers' socio-emotional competence (causes of emotion; empathy; prosocial attitude; and social coherence). Results…
Descriptors: Reading Aloud to Others, Family Environment, Preschool Children, Social Development
Feder, Liat; Abu-Rabia, Salim – Journal of Educational Research, 2020
This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants…
Descriptors: Dyslexia, Reading Difficulties, Reading Skills, Semitic Languages
Tzuriel, David; Isman, Esther B.; Klung, Tamar; Haywood, H. Carl – Journal of Cognitive Education and Psychology, 2017
Children, 4-6 years of age, in special education kindergartens were randomly assigned to a classification training (n 45) and a comparison (n 49) group. Children in the training group were taught the Classification unit of Bright Start, whereas those in the comparison group received a regular content-oriented curriculum. Both groups were given…
Descriptors: Young Children, Kindergarten, Special Education, Students with Disabilities
Download full textDavidovitch, Nitza; Khyhniak, Kateryna – International Education Studies, 2018
The article is devoted to the problem of identification of a language personality's traits under conditions of cross-cultural communication. It is shown that effective cross-cultural communication is revised under globalization and increasingly intensive social interactions. The results of the authors' research prove that it is possible to develop…
Descriptors: Case Studies, Intercultural Communication, Personality Traits, Heuristics
Asterhan, Christa S. C.; Babichenko, Miriam – Journal of Educational Psychology, 2015
In spite of its potential for learning, and in particular knowledge revision, argumentation on science concepts is neither easily elicited nor easily sustained. Students may feel uneasy critiquing and being critiqued, especially on complex science topics. We report on a controlled study that tested the role of 2 potential factors that may either…
Descriptors: Scientific Concepts, Discourse Analysis, Persuasive Discourse, Criticism
Ziv, Margalit; Solomon, Ayelet; Strauss, Sidney; Frye, Douglas – Journal of Cognition and Development, 2016
The relations among children's theory of mind (ToM), their understanding of the intentionality of teaching, and their own peer teaching strategies were tested. Seventy-five 3-, 4-, and 5-year-olds completed 11 ToM and understanding-of-teaching tasks. Subsequently, 30 of the children were randomly chosen to teach a peer how to play a board game,…
Descriptors: Theory of Mind, Young Children, Peer Teaching, Games
Fragman, Alon – World Journal of Education, 2014
This study compared spelling development of consonants (guttural: /?/, uvular-velar: /q/ and /g/, emphatic: /??/, /??/, and /ð?, and dental: /?/) in the written form of Arabic among native Bedouin Arabic speakers from north and southern Israel (N = 666), versus native Arabic pupils from the triangle (N = 153), learning in second, fourth, and sixth…
Descriptors: Spelling, Migrants, Elementary School Students, Word Recognition
Caspi, Shai; Sfard, Anna – PNA, 2012
Taking as a point of departure the vision of school algebra as a formalized meta-discourse of arithmetic, we have been following six pairs of 7th-grade students (12-13 years old) as they gradually modify their spontaneous meta-arithmetic toward the "official" algebraic form of talk. In this paper we take a look at the very beginning of…
Descriptors: Algebra, Arithmetic, Grade 7, Achievement Gains
Khoury-Kassabri, Mona – Social Work Research, 2012
This study examines physical and verbal maltreatment of students by their teachers. This study, the first of its kind, examines teachers' use of violence based on their own reports and assesses the contribution of teachers' characteristics in explaining their reports of violence toward their students. The research is based on a large sample of…
Descriptors: Violence, Self Efficacy, Foreign Countries, Social Work
Matson, Johnny L.; Worley, Julie A.; Fodstad, Jill C.; Chung, Kyong-Mee; Suh, Dongsoo; Jhin, Hea Kyung; Ben-Itzchak, Esther; Zachor, Ditza A.; Furniss, Frederick – Research in Autism Spectrum Disorders, 2011
Purportedly, there is a worldwide acceptance of diagnostic criteria for Autism Spectrum Disorders (ASD); however, cultural differences in regards to what is considered normal development may affect the diagnosis despite the biological basis for the condition. The aim of the current study was to examine the differences in reports of symptoms of ASD…
Descriptors: Verbal Communication, Nonverbal Communication, Autism, Cultural Differences
