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Peer reviewed
Download full textChuy, Maria; Scardamalia, Marlene; Bereiter, Carl; Prinsen, Fleur; Resendes, Monica; Messina, Richard; Hunsburger, Winifred; Teplovs, Chris; Chow, Angela – Canadian Journal of Learning and Technology, 2010
In 1993 Carey and Smith conjectured that the most promising way to boost students' understanding of the nature of science is a "theory-building approach to teaching about inquiry." The research reported here tested this conjecture by comparing results from two Grade 4 classrooms that differed in their emphasis on and technological…
Descriptors: Constructivism (Learning), Scientific Principles, Grade 4, Teaching Methods
Direct linkNampijja, M.; Apule, B.; Lule, S.; Akurut, H.; Muhangi, L.; Elliott, A. M.; Alcock, K. J. – British Journal of Educational Psychology, 2010
Background: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on…
Descriptors: Measures (Individuals), Short Term Memory, Cognitive Ability, Attention
Dube, Chad; Rotello, Caren M.; Heit, Evan – Psychological Review, 2010
A belief bias effect in syllogistic reasoning (Evans, Barston, & Pollard, 1983) is observed when subjects accept more valid than invalid arguments and more believable than unbelievable conclusions and show greater overall accuracy in judging arguments with unbelievable conclusions. The effect is measured with a contrast of contrasts, comparing…
Descriptors: Response Style (Tests), Item Analysis, Error of Measurement, Replication (Evaluation)
Ketterlin-Geller, Leanne R.; Yovanoff, Paul – Practical Assessment, Research & Evaluation, 2009
Diagnosis is an integral part of instructional decision-making. As the bridge between identification of students who may be at-risk for failure and delivery of carefully designed supplemental interventions, diagnosis provides valuable information about students' persistent misconceptions in the targeted domain. In this paper, we discuss current…
Descriptors: Diagnostic Tests, Mathematics Tests, Mathematics Instruction, Decision Making
Bridger, Emma K.; Herron, Jane E.; Elward, Rachael L.; Wilding, Edward L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Processes engaged when information is encoded into memory are an important determinant of whether that information will be recovered subsequently. Also influential, however, are processes engaged at the time of retrieval, and these were investigated here by using event-related potentials (ERPs) to measure a specific class of retrieval operations.…
Descriptors: Correlation, Individual Differences, Brain, Experiments
Hirose, Nobuyuki; Osaka, Naoyuki – Journal of Experimental Psychology: Human Perception and Performance, 2009
A briefly presented target can be rendered invisible by a lingering sparse mask that does not even touch it. This form of visual backward masking, called object substitution masking, is thought to occur at the object level of processing. However, it remains unclear whether object-level interference alone produces substitution masking because…
Descriptors: Attention, Visual Perception, Experiments, College Students
Howard, Marc W.; Jing, Bing; Rao, Vinayak A.; Provyn, Jennifer P.; Datey, Aditya V. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
In episodic memory tasks, associations are formed between items presented close together in time. The temporal context model (TCM) hypothesizes that this contiguity effect is a consequence of shared temporal context rather than temporal proximity per se. Using double-function lists of paired associates (e.g., A-B, B-C) presented in a random order,…
Descriptors: Recall (Psychology), Models, Experiments, College Students
Purdy, John David – ProQuest LLC, 2010
Increased second-language (L2) proficiency is associated with a shift from explicit to implicit processing; however, the neural underpinnings are of this shift are not well understood. Furthermore, it is known that unaccusative verbs cause persistent difficulties in L2 learning. In this study, behavioral and event-related potential (ERP) responses…
Descriptors: Second Language Learning, Language Proficiency, Brain, Cognitive Processes
Schalock, Robert L.; Borthwick-Duffy, Sharon A.; Bradley, Valerie J.; Buntinx, Wil H. E.; Coulter, David L.; Craig, Ellis M.; Gomez, Sharon C.; Lachapelle, Yves; Luckasson, Ruth; Reeve, Alya; Shogren, Karrie A.; Snell, Martha E.; Spreat, Scott; Tasse, Marc J.; Thompson, James R.; Verdugo-Alonso, Miguel A.; Wehmeyer, Michael L.; Yeager, Mark H. – American Association on Intellectual and Developmental Disabilities, 2010
This Manual contains the most current and authoritative information and knowledge on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability. Written by a committee of 18 experts, "Intellectual…
Descriptors: Mental Retardation, Developmental Disabilities, Classification, Definitions
Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P. – International Journal of Science Education, 2010
This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test,…
Descriptors: Student Attitudes, Multiple Choice Tests, Climate, Misconceptions
Chen, Yi-Hsin; Ferron, John M.; Thompson, Marilyn S.; Gorin, Joanna S.; Tatsuoka, Kikumi K. – Educational Research and Evaluation, 2010
Traditional comparisons of test score means identify group differences in broad academic areas, but fail to provide substantive description of how the groups differ on the specific cognitive attributes required for success in the academic area. The rule space method (RSM) allows for group comparisons at the cognitive attribute level, which…
Descriptors: Foreign Countries, Academic Achievement, Probability, Algebra
Colom, Roberto; Abad, Francisco J.; Quiroga, M. Angeles; Shih, Pei Chun; Flores-Mendoza, Carmen – Intelligence, 2008
Working memory and the general factor of intelligence (g) are highly related constructs. However, we still don't know why. Some models support the central role of simple short-term storage, whereas others appeal to executive functions like the control of attention. Nevertheless, the available empirical evidence does not suffice to get an answer,…
Descriptors: Intelligence, Short Term Memory, Correlation, Measurement Techniques
Florida, Jennifer – Journal of Computers in Mathematics and Science Teaching, 2012
The study deals with the development of an analogy-integrated e-learning module on Cellular Respiration, which is intended to facilitate conceptual understanding of students with different brain hemisphere dominance and learning styles. The module includes eight analogies originally conceptualized following the specific steps used to prepare…
Descriptors: Foreign Countries, Cognitive Style, Learning Modules, Biochemistry
Blair, Mark R.; Watson, Marcus R.; Walshe, R. Calen; Maj, Fillip – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
Humans have an extremely flexible ability to categorize regularities in their environment, in part because of attentional systems that allow them to focus on important perceptual information. In formal theories of categorization, attention is typically modeled with weights that selectively bias the processing of stimulus features. These theories…
Descriptors: Attention, Classification, Visual Perception, Experiments
Eimer, Martin; Kiss, Monika; Press, Clare; Sauter, Disa – Journal of Experimental Psychology: Human Perception and Performance, 2009
We investigated the roles of top-down task set and bottom-up stimulus salience for feature-specific attentional capture. Spatially nonpredictive cues preceded search arrays that included a color-defined target. For target-color singleton cues, behavioral spatial cueing effects were accompanied by cue-induced N2pc components, indicative of…
Descriptors: Cues, Brain, Visual Perception, Experiments
