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Liu, Ying; Liu, Ru-De; Star, Jon R.; Wang, Jia; Tong, Huimin – European Journal of Psychology of Education, 2020
Recent research has shown that reducing the perceptual fluency of shape processing can be an effective means for overcoming the interference of the More A-More B intuitive rule among grade 3 students in a perimeter comparison task. From the perspective of cognitive load, the current study focused on the mechanism of perceptual fluency on…
Descriptors: Elementary School Students, Cognitive Processes, Difficulty Level, Interference (Learning)
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Liu, Tzu-Chien; Lin, Yi-Chun; Wang, Tzu-Ning; Yeh, Shih-Ching; Kalyuga, Slava – Educational Technology Research and Development, 2021
Redundancy effect has been investigated in many controlled experimental studies, however, it is seldom investigated whether the same redundant material may cause different results in classroom, which is a major learning place for students. Considering that it is not easy to control the internal validity in classroom environment, this study…
Descriptors: Virtual Classrooms, Redundancy, Computer Simulation, Elementary School Students
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Kong, Michelle Nga Ki; Chan, Winnie Wai Lan – European Journal of Developmental Psychology, 2021
This study explored whether kindergarteners who had yet to learn about multi-digit numbers at school could automatically process the underlying magnitudes, i.e., place-values, represented by the digits in a multi-digit number. A place-value Stroop task showed a pair of price tags in each trial. Each price tag contained a three-digit number, of…
Descriptors: Kindergarten, Cognitive Processes, Numeracy, Mathematics Skills
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Meijer, Anna; Königs, Marsh; Bruijn, Anne G. M.; Visscher, Chris; Bosker, Roel J.; Hartman, Esther; Oosterlaan, Jaap – Developmental Science, 2021
Previous research in children has shown that higher cardiovascular fitness is related to better executive functioning. However, the available literature is hampered by methodological limitations. The present study investigates the relationship between cardiovascular fitness and executive functioning in a large sample of healthy children (N = 814).…
Descriptors: Physical Fitness, Human Body, Physiology, Correlation
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Dong, Yang; Mo, Jianhong; Miao, Xuecong; Zheng, Hao-Yuan; Yuan, Chongbo; Xin, Pinyi – Annals of Dyslexia, 2023
Cognitive flexibility (CF) is an executive function component related to the ability to flexibly shift amongst multiple incompatible perspectives or descriptions of an object task. However, whether CF enhances the narrative discourse comprehension of students with attention-deficit hyperactivity disorder (ADHD) during surface semantic meaning…
Descriptors: Executive Function, Cognitive Processes, Attention Deficit Hyperactivity Disorder, Word Recognition
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Ferrand, Ludovic; Ducrot, Stéphanie; Chausse, Pierre; Maïonchi-Pino, Norbert; O'Connor, Richard J.; Parris, Benjamin A.; Perret, Patrick; Riggs, Kevin J.; Augustinova, Maria – Developmental Science, 2020
Only one previous developmental study of Stroop task performance (Schiller, 1966) has controlled for differences in processing speed that exist both within and between age groups. Therefore, the question of whether the early developmental change in the magnitude of Stroop interference actually persists after controlling for processing speed needs…
Descriptors: Interference (Learning), Age Differences, Individual Development, Cognitive Processes
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Liu, Ying; Liu, Ru-De; Star, Jon; Wang, Jia; Zhen, Rui; Tong, Huimin – Journal of Educational Psychology, 2020
The More A-More B intuitive rule has become a research hotspot in the field of mathematical education in recent years. The intuitive rule of More A-More B is often reflected in students' responses to comparison tasks. In such tasks, students are asked to compare 2 objects that differ in a certain salient quantity A (where A[subscript 1] >…
Descriptors: Elementary School Students, Cognitive Processes, Intuition, Interference (Learning)
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Tomasetto, Carlo; Morsanyi, Kinga; Guardabassi, Veronica; O'Connor, Patrick A. – Journal of Educational Psychology, 2021
Whereas some evidence exists that math anxiety may interfere with math performance from the very beginning of primary school, no study to date has attempted to investigate whether math anxiety may also interfere with early math learning (i.e., the encoding of new math knowledge) and not only with recalling already mastered contents in test…
Descriptors: Foreign Countries, Mathematics Anxiety, Elementary School Students, Interference (Learning)
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Namkung, Jessica M.; Peng, Peng; Lin, Xin – Review of Educational Research, 2019
The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on…
Descriptors: Meta Analysis, Mathematics Anxiety, Correlation, Mathematics Achievement
C. Nikki Arrington; Paulina A. Kulesz; David J. Francis; Jack M. Fletcher; Marcia A. Barnes – Grantee Submission, 2014
Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…
Descriptors: Attention, Short Term Memory, Reading Comprehension, Decoding (Reading)
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C. Nikki Arrington; Paulina A. Kulesz; David J. Francis; Jack M. Fletcher; Marcia A. Barnes – Scientific Studies of Reading, 2014
Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…
Descriptors: Attention, Short Term Memory, Reading Comprehension, Decoding (Reading)
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Kuruyer, Hayriye Gül; Akyol, Hayati; Karli Oguz, Kader; Has, Arzu Ceylan – International Electronic Journal of Elementary Education, 2017
The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…
Descriptors: Reading Difficulties, Reading Programs, Cognitive Processes, Enrichment Activities