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Haim, Orly – International Journal of Multilingualism, 2014
The purpose of this study was to investigate the factors predicting academic proficiency (AP), the specialised domains required for performing academic tasks, among Russian speaking (L1) immigrants currently studying Hebrew as a second language (L2) and English as a third language (L3) in Israeli schools. Specifically, the study examined the…
Descriptors: Predictor Variables, Second Language Learning, Multilingualism, Foreign Countries
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McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana – Journal of Experimental Child Psychology, 2011
Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…
Descriptors: Learning Processes, Foreign Countries, Spatial Ability, Skill Development
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Adi-Bensaid, Limor; Ben-David, Avivit – Clinical Linguistics & Phonetics, 2010
This paper studies the developmental stages of word initial consonant clusters (CCs) in the speech of six monolingual Israeli Hebrew (IH) acquiring hearing impaired children using cochlear implant (CI). Focusing on the patterns of cluster reduction, this study compares the CI children with typically-developing hearing children. All the CI…
Descriptors: Semitic Languages, Phonemes, Hearing Impairments, Monolingualism
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Schiff, Rachel; Bauminger, Nirit; Toledo, Idit – Journal of Learning Disabilities, 2009
Analogical reasoning--perceiving similarities in different situations and the transfer of such information--facilitates learning and understanding. However, children with learning disabilities (LD) typically demonstrate deficits in such information processing strategies. In this study, we investigated the analogical problem-solving differences…
Descriptors: Learning Disabilities, Verbal Learning, Nonverbal Learning, Problem Solving
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Koriat, Asher – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
In answering general-information questions, a within-person confidence-accuracy (C-A) correlation is typically observed, suggesting that people can monitor the correctness of their knowledge. However, because the correct answer is generally the consensual answer--the one endorsed by most participants--confidence judgment may actually monitor the…
Descriptors: Cues, Experimental Psychology, Responses, Correlation
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Bodner, Ehud; Gilboa, Avi; Amir, Dorit – Psychology of Music, 2007
The effects of dissonant and consonant music on cognitive performance were examined. Situational dissonance and consonance were also tested and determined as the state where one's opinion is contrasted or matched with the majority's opinion, respectively. Subjects performed several cognitive tasks while listening to a melody arranged dissonantly,…
Descriptors: Music, Phonemes, Opinions, Cognitive Ability
Kalekin-Fishman, Dvora – English Teachers' Journal (Israel), 1992
From different viewpoints, the relationships among studying English as a foreign language (EFL), teaching EFL, and training teachers of EFL are likened to those of triangle, parallelogram, and circle. Goal-setting, organizational/situational analysis, and task analysis are discussed. (two references) (LB)
Descriptors: English (Second Language), Foreign Countries, Language Teachers, Second Language Instruction
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Birenbaum, Menucha; Shaw, Doris J. – Journal of Educational Measurement, 1985
A task specification chart that integrates the content facets and the procedural steps of a specified task is suggested as a tool for designing a test and interpreting its results. This procedure is demonstrated for a mathematics test covering one instructional unit on adding and subtracting fractions. (Author/GDC)
Descriptors: Criterion Referenced Tests, Flow Charts, Foreign Countries, Item Analysis
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Kramarski, Bracha; Mizrachi, Nava – Journal of Educational Research, 2006
The authors investigated the effects of online discussion embedded within metacognitive guidance on mathematical literacy and self-regulated learning (SRL). They compared 4 instructional methods: online discussion embedded within metacognitive guidance (Online+Meta), online discussion without metacognitive guidance (Online), face-to-face…
Descriptors: Teaching Methods, Numeracy, Online Courses, Metacognition
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