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How to Reason with Economic Concepts: Cognitive Process of Japanese Undergraduate Students Solving Test Items
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Asano, Tadayoshi; Yamaoka, Michio – Studies in Higher Education, 2015
The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles…
Descriptors: Foreign Countries, Undergraduate Students, Cognitive Processes, Economic Factors
A Simple Syllogism-Solving Test: Empirical Findings and Implications for "g" Research
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Shikishima, Chizuru; Yamagata, Shinji; Hiraishi, Kai; Sugimoto, Yutaro; Murayama, Kou; Ando, Juko – Intelligence, 2011
It has been reported that the ability to solve syllogisms is highly "g"-loaded. In the present study, using a self-administered shortened version of a syllogism-solving test, the "BAROCO Short," we examined whether robust findings generated by previous research regarding IQ scores were also applicable to "BAROCO…
Descriptors: Foreign Countries, Asians, Twins, Logical Thinking
Sequential-Simultaneous Analysis of Japanese Children's Performance on the Japanese McCarthy.
Ishikuma, Toshinori; And Others – 1986
This study explored the hypothesis that Japanese children perform significantly better on simultaneous processing than on sequential processing. The Kaufman Assessment Battery for Children (K-ABC) served as the criterion of the two types of mental processing. Regression equations to predict Sequential and Simultaneous processing from McCarthy…
Descriptors: Brain Hemisphere Functions, Cognitive Processes, Cross Cultural Studies, Early Childhood Education
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers