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Direct linkMariëtte van Loon; Claudia M. Roebers – Metacognition and Learning, 2024
This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses),…
Descriptors: Elementary School Students, Metacognition, Task Analysis, Individual Differences
Zheng Zhang; Peng Peng – Grantee Submission, 2023
With a focus on within-person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010-2016, N = 859-9040, age 6.27-13.13 years, 49% female, ethnically diverse). Mutualism…
Descriptors: Child Development, Reading Skills, Mathematics Skills, Science Process Skills
Brodsky, Warren; Sulkin, Idit – Early Child Development and Care, 2011
The impact of music activity on children's motor and cognitive skills has been investigated with music learning, instrument lessons and classroom music. While none have employed natural utterances, singing games or playground/street songs, these musical experiences of childhood are acknowledged as a major platform for child development. The…
Descriptors: Music Education, Music, Singing, Music Appreciation
Jenks, Kathleen M.; van Lieshout, Ernest C. D. M.; de Moor, Jan M. H. – British Journal of Educational Psychology, 2012
Background: Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP). Aims: To investigate math achievement in terms of word-problem solving ability in children with CP and controls. Because of the potential importance of reading for word-problem solving, we investigated reading…
Descriptors: Control Groups, Special Schools, Learning Problems, Early Intervention
Connors-Tadros, L. – Center on Enhancing Early Learning Outcomes, 2013
In this "FastFacts," a state's Department of Education requests information from the Center on Enhancing Early Learning Outcomes (CEELO) on how the research defines skills in social-emotional development, approaches to learning, and executive function, to inform planned revisions to the early childhood indicators of progress for children…
Descriptors: Social Development, Emotional Development, Executive Function, Child Development
Okamoto, Yukari; Curtis, Reagan; Jabagchourian, John J.; Weckbacher, Lisa Marie – High Ability Studies, 2006
Two studies were conducted to explore mathematical precocity in young children. Study 1 examined mathematically gifted first and third graders' working memory development. The results showed that mathematically gifted children's working memory growth was similar to that expected of their age peers. Study 2 examined changes in mathematically gifted…
Descriptors: Young Children, Intellectual Development, Gifted, Memory
