General intelligence, the "g" factor, is a major issue in psychology and neuroscience. However, the neural mechanism of the "g" factor is still not clear. It is suggested that the "g" factor should be non-modular (a property across the brain) and show good colinearity with various cognitive tests. This study examines…

People often falsely recognize items that are similar to previously encountered items. This robust memory error is referred to as "gist-based false recognition". A widely held view is that this error occurs because the details fade rapidly from our memory. Contrary to this view, an initial experiment revealed that, following the same encoding…

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the…

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced…

The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the "Early Grade Writing Assessment" (Jiménez,…

The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…

This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the learning effects of feedback if provided to discussion groups, and to examine whether group discussions…

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet…

This study investigated whether memory for conflicting information predicted mental representation of source-content links (i.e., who said what) in a sample of 86 Norwegian adolescent readers. Participants read four texts presenting conflicting claims about sun exposure and health. With differences in gender, prior knowledge, and interest…

Genetic studies in "Drosophila" have revealed two separable long-term memory pathways defined as anesthesia-resistant memory (ARM) and long-lasting long-term memory (LLTM). ARM is disrupted in "radish" ("rsh") mutants, whereas LLTM requires CREB-dependent protein synthesis. Although the downstream effectors of ARM and LLTM are distinct, pathways…

The immediate-early gene early growth response gene-1 (EGR-1, zif-268) has been extensively studied in synaptic plasticity and memory formation in a variety of memory systems. However, a convincing role for EGR-1 in amygdala-dependent memory consolidation processes has yet to emerge. In the present study, we have examined the role of EGR-1 in the…

Does the language we speak affect the way we think, and if so, how? Previous researchers have considered this question by exploring the cognitive abilities of speakers of different languages. In the present study, we looked for evidence of linguistic relativity within a language and within participants by looking at memory recall for monolingual…

We assessed the eye-movements of 4-month-old infants (N = 38) as they visually inspected pairs of images of cats or dogs. In general, infants who had previous experience with pets exhibited more sophisticated inspection than did infants without pet experience, both directing more visual attention to the informative head regions of the animals,…

The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset…