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Direct linkFrancesco Poli; Marlene Meyer; Rogier B. Mars; Sabine Hunnius – Child Development, 2025
Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity-driven exploration remain unclear. We investigated the computational principles guiding 4-year-old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle-class, data collected in the Netherlands from…
Descriptors: Foreign Countries, Young Children, Learning Motivation, Discovery Learning
Ellen M. Kok; Diederick C. Niehorster; Anouk van der Gijp; Dirk R. Rutgers; William F. Auffermann; Marieke van der Schaaf; Liesbeth Kester; Tamara van Gog – Advances in Health Sciences Education, 2024
Self-monitoring is essential for effectively regulating learning, but difficult in visual diagnostic tasks such as radiograph interpretation. Eye-tracking technology can visualize viewing behavior in gaze displays, thereby providing information about visual search and decision-making. We hypothesized that individually adaptive gaze-display…
Descriptors: Foreign Countries, Medical Students, Eye Movements, Pretests Posttests
Stoevenbelt, Andrea H.; Wicherts, Jelte M.; Flore, Paulette C.; Phillips, Lorraine A. T.; Pietschnig, Jakob; Verschuere, Bruno; Voracek, Martin; Schwabe, Inga – Educational and Psychological Measurement, 2023
When cognitive and educational tests are administered under time limits, tests may become speeded and this may affect the reliability and validity of the resulting test scores. Prior research has shown that time limits may create or enlarge gender gaps in cognitive and academic testing. On average, women complete fewer items than men when a test…
Descriptors: Timed Tests, Gender Differences, Item Response Theory, Correlation
