NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Children's Performance on Untimed and Timed Algorithmic Computation Tasks: The Roles of Executive Functioning, Maths Test Anxiety and Basic Maths Fact Fluency
Peer reviewed Peer reviewed
Direct linkDirect link
Cheung, Sum Kwing; Zhang, Juan; Wu, Chenggang – Educational Psychology, 2023
This study explored whether executive functioning skills and maths test anxiety were associated with children's untimed and timed algorithmic computational performance and their discrepancy. It also investigated whether such relations were moderated by children's basic maths fact fluency. One hundred and thirty third-graders were rated by teachers…
Descriptors: Performance, Algorithms, Computation, Timed Tests
The Role of Orthographic Flexibility in Chinese Word Reading among Kindergarten Children
Peer reviewed Peer reviewed
Direct linkDirect link
Fong, Cathy Y. C.; Chung, P. Y. – Educational Psychology, 2020
The present study aimed to examine the potential importance of orthographic flexibility for Chinese reading acquisition. Orthographic flexibility is a novel concept that represents the ability to manage and switch attention among multiple aspects of orthographic information. A total of 92 Chinese kindergarten children at age 6 were assessed on…
Descriptors: Kindergarten, Chinese, Reading, Young Children
Examining the Contribution of Cognitive Flexibility to Metalinguistic Skills and Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Hung, Cathy On-Ying; Loh, Elizabeth Ka-Yee – Educational Psychology, 2021
The present study aims to examine the contribution of cognitive flexibility to metalinguistic skills and reading comprehension during primary school years. Forty-nine third-grade primary school children completed the measures of cognitive flexibility, metalinguistic skills including syntactic awareness (word order knowledge), morphosyntactic skill…
Descriptors: Cognitive Processes, Metalinguistics, Executive Function, Reading Comprehension
Children's Solving of 'Tower of Hanoi' Tasks: Dynamic Testing with the Help of a Robot
Peer reviewed Peer reviewed
Direct linkDirect link
Resing, Wilma C. M.; Vogelaar, Bart; Elliott, Julian G. – Educational Psychology, 2020
The present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamic testing of complex problem solving utilising the Tower of Hanoi. The robot, in a 'Wizard of Oz' setting, provided instructions and prompts during dynamic testing to children when they had to solve 3 D Tower of Hanoi puzzles.…
Descriptors: Problem Solving, Robotics, Puzzles, Grade 2
Longitudinal Contributions of Executive Functioning and Visual-Spatial Skills to Mathematics Learning in Young Chinese Children
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Xiujie; Chung, Kevin Kien Hoa; McBride, Catherine – Educational Psychology, 2019
One hundred sixty-five Hong Kong Chinese children were administered measures of early mathematics, visual-spatial skills, and executive functioning (working memory, inhibition, shifting, updating) once in kindergarten (mean age = 62.80 months, SD = 3.74) and again in first grade (mean age = 77.25 months, SD = 4.60). In kindergarten, visual-spatial…
Descriptors: Spatial Ability, Visual Perception, Mathematics Instruction, Longitudinal Studies
Intervention for Executive Functions Development in Early Elementary School Children: Effects on Learning and Behaviour, and Follow-Up Maintenance
Peer reviewed Peer reviewed
Direct linkDirect link
Dias, Natália Martins; Seabra, Alessandra Gotuzo – Educational Psychology, 2017
Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28)…
Descriptors: Executive Function, Elementary School Students, Intervention, Primary Education
How Socioeconomic Status, Executive Functioning and Verbal Interactions Contribute to Early Academic Achievement in Chinese Children
Peer reviewed Peer reviewed
Direct linkDirect link
Chung, Kevin K. H.; Liu, Hongyun; McBride, Catherine; Wong, Anita M. -Y.; Lo, Jason C. M. – Educational Psychology, 2017
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning,…
Descriptors: Socioeconomic Status, Academic Achievement, Executive Function, Path Analysis