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Peer reviewed
Direct linkCeylan, Salih; Soygenis, Sema – International Journal of Art & Design Education, 2022
Design is a complicated task that requires the simultaneous operation of different cognitive processes. Many researchers claim that the design process is something that can be supported with various implementations. Design education helps students improve their design skills by utilising different types of exercises. This article presents a case…
Descriptors: Architectural Education, Design, Studio Art, Undergraduate Students
Farley, Tatjana M.; McWey, Lenore M.; Ledermann, Thomas – Child & Youth Care Forum, 2022
Background: Youth in foster care may demonstrate high levels of aggression and thought problems. There is a growing trend to consider mental health symptoms of youth involved with the foster care system from a developmental trauma perspective. Objective: The aim of this study was to test if trauma, race, age, and gender predicted variability in…
Descriptors: Aggression, Youth, Foster Care, Mental Health
Baer, Carolyn; Odic, Darko – Child Development, 2022
Strategic collaboration according to the law of comparative advantage involves dividing tasks based on the relative capabilities of group members. Three experiments (N = 405, primarily White and Asian, 45% female, collected 2016-2019 in Canada) examined how this strategy develops in children when dividing cognitive labor. Children divided…
Descriptors: Cognitive Processes, Difficulty Level, Group Dynamics, Foreign Countries
Mason, Lucia; Ronconi, Angelica; Scrimin, Sara; Pazzaglia, Francesca – Educational Psychology Review, 2022
There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students' academic achievement, but none has focused on the effects of short-term contacts…
Descriptors: Outdoor Education, Cognitive Processes, Time on Task, Literature Reviews
Lammi, Matthew D.; Wells, John G.; Gero, John – International Journal of Technology and Design Education, 2022
This paper presents the results of a 2-year longitudinal study aimed at characterizing and comparing the design cognition of high school students with and without formal engineering design experiences. The students--working as dyads--engaged in design-only sessions generating solutions in response to the same engineering design challenges. The…
Descriptors: High School Students, Engineering, Design, Cognitive Processes
Pobric, Gorana; Taylor, Jason R.; Ramalingam, Hemavathy M.; Pye, Emily; Robinson, Louise; Vassallo, Grace; Jung, JeYoung; Bhandary, Misty; Szumanska-Ryt, Karolina; Theodosiou, Louise; Evans, D. Gareth; Eelloo, Judith; Burkitt-Wright, Emma; Hulleman, Johan; Green, Jonathan; Garg, Shruti – Journal of Autism and Developmental Disorders, 2022
Neurofibromatosis 1 (NF1) is a single gene disorder associated with working Memory (WM) impairments. The aim of this study was to investigate P300 event-related potential (ERP) associated with WM in NF1. Sixteen adolescents with NF1 were compared with controls on measures of WM and EEG was recorded during a WM nback task. The NF1 group showed…
Descriptors: Short Term Memory, Neurological Impairments, Genetic Disorders, Adolescents
Skulmowski, Alexander; Xu, Kate Man – Educational Psychology Review, 2022
Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the…
Descriptors: Cognitive Processes, Difficulty Level, Electronic Learning, Educational Psychology
Brady, Timothy F.; Störmer, Viola S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Visual working memory is a capacity-limited cognitive system used to actively store and manipulate visual information. Visual working memory capacity is not fixed, but varies by stimulus type: Stimuli that are more meaningful are better remembered. In the current work, we investigate what conditions lead to the strongest benefits for meaningful…
Descriptors: Visual Stimuli, Short Term Memory, Long Term Memory, Semantics
Krieglstein, Felix; Beege, Maik; Rey, Günter Daniel; Ginns, Paul; Krell, Moritz; Schneider, Sascha – Educational Psychology Review, 2022
For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly…
Descriptors: Cognitive Processes, Difficulty Level, Learning Theories, Test Reliability
Channell, Marie Moore; Sandstrom, Linnea E. – American Journal on Intellectual and Developmental Disabilities, 2022
This study compared mental state language (talk about emotions, thoughts, intentions, etc.) used by 6- to 11-year-old children with Down syndrome (DS) to a younger typically developing (TD) comparison group matched by nonverbal cognition. We aimed to determine (1) whether mental state language use is delayed in DS relative to developmental…
Descriptors: Psychological Patterns, Cognitive Processes, Children, Down Syndrome
Liu, Lingyan; Zhao, Bo; Rao, Yiqiang – International Journal of Information and Communication Technology Education, 2022
A lot of studies have shown that there is an "inverse U-curve" relationship between learners' grades and cognitive load. Learners' grades are closely related to their learning behavior characteristics on online learning. Is there any relationship between online learners' behavior characteristics and cognitive load? Based on this, the…
Descriptors: Cognitive Processes, Difficulty Level, Learning Analytics, Electronic Learning
Rosman, Tom; Kerwer, Martin – Psychology Learning and Teaching, 2022
Fostering students' epistemic beliefs is key for achieving a more nuanced approach to psychological knowledge. The Bendixen-Rule model on epistemic change posits epistemic doubt (questioning one's prior epistemic beliefs), epistemic volition (the will to change one's beliefs) and resolution strategies (strategies to overcome epistemic doubt by…
Descriptors: Epistemology, College Students, Reflection, Interpersonal Relationship
Conson, Massimiliano; Siciliano, Mattia; Trojano, Luigi; Zoccolotti, Pierluigi; Zappullo, Isa; Baiano, Chiara; Caputo, Giovanni; Russo, Alessandro; Cecere, Roberta; Cecere, Roberta; Di Rosa, Alessandro; Esposito, Giovanna; Milo, Rosa; Polito, Francesco; Rauso, Barbara; Vela, Maria; Santangelo, Gabriella – Journal of Autism and Developmental Disorders, 2022
In two studies, we used the Gottschaldt's Hidden Figure Test (GHFT) for assessing figure disembedding ability in children aged 7-11. Study 1 demonstrated in a large sample of typically developing children that GHFT accuracy and time scores differed across age groups, without sex and socioeconomic differences. Thus, we provided normative data only…
Descriptors: Visual Perception, Children, Accuracy, Scores
Radvansky, Gabriel A.; Doolen, Abigail C.; Pettijohn, Kyle A.; Ritchey, Maureen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The forgetting curve is one of the most well known and established findings in memory research. Knowing the pattern of memory change over time can provide insight into underlying cognitive mechanisms. The default understanding is that forgetting follows a continuous, negatively accelerating function, such as a power function. We show that this…
Descriptors: Memory, Retention (Psychology), Short Term Memory, Long Term Memory
Helix, Max R.; Blackford, Katherine A.; Firestein, Zachary M.; Greenbaum, Julia C.; Gibson, Katarina; Baranger, Anne M. – Chemistry Education Research and Practice, 2022
A central practice in the discipline of organic chemistry is the ability to solve certain fundamental problems, including predicting reactivity, proposing mechanisms, and designing syntheses. These problems are encountered frequently by both students and practitioners, who need to utilize vast amounts of content knowledge in specific ways to…
Descriptors: Problem Solving, Organic Chemistry, Prediction, Undergraduate Students
