A growing need for utilizing school-based HIV/AIDS interventions the world over has been acknowledged as the most cost-effective means for arresting the spread of the HIV/AIDS pandemic among the vulnerable youth. However, the question on how teachers as educational change agents and cognitive sense-makers of HIV/AIDS curricula situated in a…

This study focuses on the relationships established between the elements that compose the community of inquiry (CoI): cognitive, social, and teaching presence. Using three questionnaires, we analyse the students' perception of synchronous and asynchronous virtual in text-based communication (chats, forums and emails). Starting from the high…

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from…

In this paper I argue my opposition to the consensus which has dominated the literature that young children view shapes as a whole and pay no attention to shape structure and that geometrical thinking can be described through a hierarchical model formed by levels. This consensus is linked to van Hiele's weok by van Hiele-based research. In the…

We examined the role of working memory (WM) in dynamic decision making by having participants perform decision-making tasks under single-task or dual-task conditions. In 2 experiments participants performed dynamic decision-making tasks in which they chose 1 of 2 options on each trial. The decreasing option always gave a larger immediate reward…

Background: Increased sensitivity to proactive (PI) and retroactive (RI) interference has been observed in amnestic mild cognitive impairment (aMCI). PI and RI are often explained as being the result of a response competition mechanism. However, patients with aMCI are supposed to suffer mostly from encoding deficits. We hypothesized that in aMCI…

Demetriou, Spanoudis, and Mouyi have provided a comprehensive view of the relation between a model of the mind and the process of education. The model they propose is based on cognitive theories of mental action, rather than neuroscientific evidence. I argue here that that is the correct approach, for a model of the information processing…

The study addressed a cognitive-affective gap in a primary English curriculum and noticed whether the curriculum, texts and class activities utilized empathetic and pro-social themes in teaching English language. The findings from the document review, interviews and observations revealed that the said themes were underrepresented in the…

This article focused on the concept of metacognition. Some theoretical models of metacognition were discussed to provide a general framework to understand the relationship between the different aspects or components of this phenomenon. The study also looked at five metacognitive strategies that enhance learning in schools, namely: (1) graphic…

Experiments were conducted to test a modern exemplar-familiarity model on its ability to account for both short-term and long-term probe recognition within the same memory-search paradigm. Also, making connections to the literature on attention and visual search, the model was used to interpret differences in probe-recognition performance across…

There are marked individual differences in the formation of cognitive maps both in the real world and in virtual environments (VE; e.g., Blajenkova, Motes, & Kozhevnikov, 2005; Chai & Jacobs, 2010; Ishikawa & Montello, 2006; Wen, Ishikawa, & Sato, 2011). These differences, however, are poorly understood and can be difficult to…

In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from…

Additive and interactive effects of word frequency, stimulus quality, and semantic priming have been used to test theoretical claims about the cognitive architecture of word-reading processes. Additive effects among these factors have been taken as evidence for discrete-stage models of word reading. We present evidence from linear mixed-model…

The assessment of young children's thinking competence in task performances has typically followed the novice-to-expert regimen involving models of strategies that adults use when engaged in cognitive tasks such as problem-solving and decision-making. Socio-constructivists argue for a balanced pedagogical approach between the adult and child that…

Objective: This study assessed a mediational model in which negative automatic thoughts and anxiety sensitivity were hypothesized to mediate the relationship between perfectionism cognitions and depressive and anxiety symptoms. Participants: Participants were undergraduate students from an urban Canadian university. The data were collected from…