Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
| Comparative Analysis | 2 |
| Correlation | 2 |
| Figurative Language | 2 |
| Foreign Countries | 2 |
| Intelligence Tests | 2 |
| Affective Behavior | 1 |
| Cognitive Ability | 1 |
| College Students | 1 |
| Control Groups | 1 |
| Deafness | 1 |
| Educational Practices | 1 |
| More ▼ | |
Author
| Bakker, Merel | 1 |
| Hoogeveen, Lianne | 1 |
| Li, Degao | 1 |
| Resing, Wilma C. M. | 1 |
| Vogelaar, Bart | 1 |
| Zeng, Xihong | 1 |
| Zhang, Fan | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 1 |
| Higher Education | 1 |
Audience
Location
| China | 1 |
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Raven Progressive Matrices | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkVogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M. – Psychology in the Schools, 2017
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…
Descriptors: Gifted, Problem Solving, Figurative Language, Educational Practices
Li, Degao; Zhang, Fan; Zeng, Xihong – American Annals of the Deaf, 2016
An affective priming task was used with two cohorts of college students, one deaf or hard of hearing (D/HH), the other hearing, in two experiments. The same set of affective-word targets, preceded by "[Chinese characters omitted]" in Experiment 1 but by affective-word primes of the same valence as the targets in Experiment 2, were…
Descriptors: Deafness, Hearing Impairments, Hearing (Physiology), Written Language
