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Paul Meara; Imma Miralpeix – Vocabulary Learning and Instruction, 2025
This paper is part 5 of a series of workshops that examines the properties of some simple models of vocabulary networks. While previous workshops dealt with activating words in the network, this workshop focuses on vocabulary loss. We will simulate two possible ways of modelling attrition: (a) explicitly turning active words OFF, and (b) raising…
Descriptors: Vocabulary Development, Workshops, Models, Networks
Luca Botturi; Loredana Addimando; Martin Hermida; Azza Bouleimen; Chiara Beretta; Silvia Giordano – Journal of Media Literacy Education, 2025
Information Literacy education is challenged by an ever-changing and complex environment. The design and development of current and effective Information Literacy education requires a thorough understanding of how young people search information online, which mainly happens with generalist search engines. The present study involved a voluntary…
Descriptors: Online Searching, Information Literacy, Information Retrieval, Search Strategies
Goddu, Mariel K.; Lombrozo, Tania; Gopnik, Alison – Child Development, 2020
Previous research suggests that preschoolers struggle with understanding abstract relations and with "reasoning by analogy." Four experiments find, in contrast, that 3- and 4-year-olds (N = 168) are surprisingly adept at relational and analogical reasoning within a causal context. In earlier studies preschoolers routinely favored images…
Descriptors: Preschool Children, Logical Thinking, Abstract Reasoning, Causal Models
Krethlow, Giulia; Fargier, Raphaël; Laganaro, Marina – Cognitive Science, 2020
The lexical-semantic organization of the mental lexicon is bound to change across the lifespan. Nevertheless, the effects of lexical-semantic factors on word processing are usually based on studies enrolling young adult cohorts. The current study aims to investigate to what extent age-specific semantic organization predicts performance in…
Descriptors: Vocabulary Development, Semantics, Lexicology, Age Groups
Riley, Jason M.; Ellegood, William A. – International Journal of Educational Management, 2020
Purpose: The purpose of this paper is to understand how task conflict and relationship conflict influence teams' transactive memory systems (TMS) and by extension team performance. Design/methodology/approach: Leveraging experiential learning theory and a popular operations management simulation tool, survey data from 341 students, who worked on…
Descriptors: Experiential Learning, Teamwork, Memory, Simulation
Österling, Lisa – Scandinavian Journal of Educational Research, 2022
The present study adds to an ongoing debate about third spaces in teacher education, spaces where theory and practice come together. One third space is constituted by the written tasks from practicum. Yet research has shown only modest emphasis on theory in such tasks. Tasks from two versions of a programme are used to represent two different…
Descriptors: Theory Practice Relationship, Preservice Teacher Education, Preservice Teachers, Mathematics Teachers
Suzuki, Yuichi; Hanzawa, Keiko – Studies in Second Language Acquisition, 2022
To examine the effects of task repetition with different schedules, English-as-a-foreign-language classroom learners performed the same oral narrative task six times under three different schedules. They narrated the same six-frame cartoon story (a) six times consecutively in one class (massed practice), (b) three times at the beginning and at the…
Descriptors: Repetition, Task Analysis, Second Language Learning, English (Second Language)
Hazrat, Mandana; Read, John – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
The Involvement Load Hypothesis (ILH) is a framework for designing vocabulary-learning tasks which was proposed by Batia Laufer and Jan Hulstijn in 2001. It assumes that task effectiveness depends on three components induced by a task: a motivational component (need) and two cognitive components (search and evaluation). The hypothesis has been…
Descriptors: Linguistic Theory, Vocabulary Development, Language Research, Evidence
Kolic-Vehovec, Svjetlana; Pahljina-Reinic, Rosanda; Roncevic Zubkovic, Barbara – Metacognition and Learning, 2022
The effects of collaborative learning and informing students about the dangers of overconfidence on metacognitive judgments and conceptual learning were examined in two classroom studies. In the first study, the conceptual knowledge of operant conditioning and the confidence judgments of 287 graduate students enrolled in a teacher education…
Descriptors: Cooperative Learning, Self Esteem, Misconceptions, Metacognition
Wu, Ying Choon; Müller, Horst M.; Coulson, Seana – Discourse Processes: A Multidisciplinary Journal, 2022
Multi-modal discourse comprehension requires speakers to combine information from speech and gestures. To date, little research has addressed the cognitive resources that underlie these processes. Here we used a dual-task paradigm to test the relative importance of verbal and visuospatial working memory in speech-gesture comprehension. Healthy,…
Descriptors: Short Term Memory, Comprehension, Nonverbal Communication, Speech
Silber, Henning; Roßmann, Joss; Gummer, Tobias – Field Methods, 2022
Attention checks detect inattentiveness by instructing respondents to perform a specific task. However, while respondents may correctly process the task, they may choose to not comply with the instructions. We investigated the issue of noncompliance in attention checks in two web surveys. In Study 1, we measured respondents' attitudes toward…
Descriptors: Compliance (Psychology), Attention, Task Analysis, Online Surveys
Lacroix, Adeline; Dutheil, Frédéric; Logemann, Alexander; Cserjesi, Renata; Peyrin, Carole; Biro, Brigi; Gomot, Marie; Mermillod, Martial – Autism: The International Journal of Research and Practice, 2022
Considering the mixed nature of reports of flexibility difficulties in autism, we hypothesized that a task that more closely resembles the challenges faced in real life would help to assess these difficulties. Autistic and typically developing adults performed an online Emotional Shifting Task, involving non-explicit unpredictable shifts of…
Descriptors: Autism Spectrum Disorders, Task Analysis, Gender Differences, Reaction Time
Thomas, Sheila; Shipp, Nicholas J.; Ryder, Nuala – Child Language Teaching and Therapy, 2022
It has been hypothesised that executive function deficits, specifically inhibition difficulties, may play a central role in Developmental Language Disorder (DLD). The presented study compared the response inhibition abilities of typically developing preschool children, with monolingual and bilingual preschool children who had already been classed…
Descriptors: Inhibition, Preschool Children, At Risk Students, Developmental Disabilities
Lavigne, Cheryl S.; Tremblay, Kathryn A.; Binder, Katherine S. – Journal of Psycholinguistic Research, 2022
The goal of this study was to describe how underlying vocabulary knowledge manifests into vocabulary usage, and in turn, how usage predicts writing quality among adult basic education (ABE) learners. ABE learners were administered tasks that measured vocabulary knowledge, in the forms of both vocabulary breadth and depth. Participants were also…
Descriptors: Vocabulary Development, Adult Basic Education, Correlation, Language Usage
Investigating Mathematics Pre-Service Teachers' Knowledge for Teaching: Focus on Quadratic Equations
Newton, Jill; Alvey, Christina; Hudson, Rick – Mathematics Teacher Education and Development, 2022
A substantial body of research has documented that the types of knowledge that mathematics teachers draw upon during their practice often differs from the knowledge of individuals working in other fields. Drawing on the Mathematical Knowledge for Teaching (MKT) Framework and the School Mathematics Teaching Pedagogical Content Knowledge (SMTPCK)…
Descriptors: Mathematics Teachers, Preservice Teachers, Equations (Mathematics), Algebra