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Download full textNazaribadie, Marzieh; Ghaleiha, Ali; Ahmadpanah, Mohammad; Mazdeh, Mehrdokht; Matinnia, Nasrin; Zarabian, Mohammad-Kazem; Ostovar, Negar – Journal of Educational Psychology - Propositos y Representaciones, 2021
Background: The experience of cognitive deficits is common among patients with degenerative and psychiatric disorders. Objective: The present study aimed to evaluate the effect of the empirical literature of mindfulness intervention on cognitive functions. Methods: This study was conducted in June 2020 by using the scientific records were…
Descriptors: Program Effectiveness, Metacognition, Intervention, Cognitive Processes
Peer reviewedVeraksa, Nikolay; Gavrilova, Margarita; Veraksa, Aleksander – Education Sciences, 2022
An indirect connection between executive functioning and imagination was revealed earlier in the study of pretend play. This study aimed to explore the relationship between imagination and executive functions in children. Two-hundred-six typically developing children aged 6-7 years were assessed with main executive functions (working memory,…
Descriptors: Executive Function, Imagination, Short Term Memory, Play
Direct linkZou, Zhenfei; Zhao, Wei; Li, Miao – Reading and Writing: An Interdisciplinary Journal, 2022
This study investigated executive function deficits among Chinese primary school children with word reading deficit and specific reading comprehension deficit. Working memory, inhibitory control, and cognitive flexibility were examined among children with Word Reading Deficit (WRD), children with Specific Reading Comprehension Deficit (S-RCD) and…
Descriptors: Executive Function, Foreign Countries, Children, Reading Difficulties
Vasilopoulos, Fotini; Jeffrey, Holly; Wu, Yanwen; Dumontheil, Iroise – Educational Psychology Review, 2023
There is evidence that physical activity positively influences cognition and academic outcomes in childhood. This systematic review used a three-level meta-analytic approach, which handles nested effect sizes, to assess the impact of physical activity interventions. Ninety-two randomised control trials in typically developing children (5-12 years…
Descriptors: Children, Physical Activity Level, Physical Activities, Intervention
Landsiedel, Julia; Williams, David M. – Journal of Autism and Developmental Disorders, 2020
Time-based prospective memory (PM) is diminished under various task demands in individuals with autism spectrum disorder (ASD). However, it is still unclear what underpins their impairment or how it could be remediated. This study explored whether instructions to prioritise one element of a PM task over another improved performance in adults with…
Descriptors: Memory, Time, Adults, Autism
Dutra, Natália B.; Chen, Lydia; Anum, Adote; Burger, Oskar; Davis, Helen E.; Dzokoto, Vivian A.; Fong, Frankie T. K.; Ghelardi, Sabrina; Mendez, Kimberly; Messer, Emily J. E.; Newhouse, Morgan; Nielsen, Mark G.; Ramos, Karlos; Rawlings, Bruce; dos Santos, Renan A. C.; Silveira, Lara G. S.; Tucker-Drob, Elliot M.; Legare, Cristine H. – Developmental Science, 2022
Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders…
Descriptors: Executive Function, Self Control, Short Term Memory, Visual Perception
Zelazo, Philip David; Carlson, Stephanie M. – Journal of Cognition and Development, 2023
Executive function (EF) skills are a set of attention-regulation skills involved in intentional, goal-directed behavior that include (but are not limited to) the cool EF skills of working memory, cognitive flexibility, and inhibitory control, and also the hot EF skill of intentional reevaluation. These skills are inevitably expressed in goal- and…
Descriptors: Executive Function, Short Term Memory, Cognitive Processes, Inhibition
Anderson, Nina J.; Rozenman, Michelle; Pennington, Bruce F.; Willcutt, Erik G.; McGrath, Lauren M. – Journal of Learning Disabilities, 2023
This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16…
Descriptors: Cognitive Processes, Executive Function, Reading Skills, Anxiety
Mirjam de Vreeze-Westgeest; Sara Mata; Francisca Serrano; Wilma Resing; Bart Vogelaar – European Journal of Psychology and Educational Research, 2023
The current study aimed to investigate the effectiveness of an online dynamic test in reading and writing, differentiating in typically developing children (n = 47) and children diagnosed with dyslexia (n = 30) aged between nine and twelve years. In doing so, it was analysed whether visual working memory, auditory working memory, inhibition,…
Descriptors: Computer Assisted Testing, Reading Tests, Writing Tests, Executive Function
K. Ann Renninger; Gertraud Benke; Ricardo Böheim; Julien Corven; Maria Consuelo De Dios; Maeve R. Hogan; Moe Htet Kyaw; Ana G. Michels; Marina Nakayama; Pablo E. Torres; Helena Werneck; Feven Yared – Frontline Learning Research, 2025
Collaborative problem solving (CPS) has been shown to both engage and benefit students' learning of mathematics. However, there is evidence that group work is not always easy to facilitate, in part because educators lack details about learners' engagement during group work: the processes of problem solving involved, and how these are engaged. In…
Descriptors: Cooperative Learning, Middle School Students, Problem Solving, Mathematics Education
Rachel Schiff; Shani Levy-Shimon; Lior Oanunu Shashoua; Ayelet Sasson – Reading & Writing Quarterly, 2025
The objective of this study was to evaluate the impact of a multi-component homograph processing intervention complemented by Executive Function (EF) skills on the performance of struggling readers. The researchers focused on measuring improvements in literacy, metalinguistic abilities, cognitive/EF skills acquired during the intervention, and…
Descriptors: Program Effectiveness, Intervention, Reading Instruction, Reading Difficulties
Lucy S. McClellan; Mallory A. Kisner; James C. Thompson; Saghar Babaeian; Jessica M. Keith; Tara M. Chaplin – Social Development, 2025
Emotional reactivity and emotion regulation play key roles in adolescent mental health. Positive parenting behavior has been shown to facilitate positive adolescent emotional development; however, relationships between parenting and adolescent neural emotion reactivity have not been thoroughly examined. The present study employed whole-brain…
Descriptors: Psychological Patterns, Parenting Styles, Child Rearing, Emotional Response
Bordewieck, Martin; Elson, Malte – Applied Cognitive Psychology, 2021
Troubleshooting is a particular problem-solving process comprising error detection, fault diagnosis, and system restoration. Since automation of systems has become increasingly complex and ubiquitous, troubleshooting skills are crucial to maintain safety and security in a variety of contexts. The planned study aims at examining troubleshooting…
Descriptors: Problem Solving, Error Patterns, Visual Aids, Cognitive Style
Grinstead, John – Journal of Child Language, 2021
Interface Delay is a theory of syntactic development, which attempts to explain an array of constructions that are slow to develop, which are characterized by being sensitive to discourse-pragmatic considerations of the type associated with the natural semantic class of definites. The theory claims that neither syntax itself, nor the…
Descriptors: Linguistic Theory, Syntax, Form Classes (Languages), Pragmatics
Wilkey, Eric D.; Shanley, Lina; Sabb, Fred; Ansari, Daniel; Cohen, Jason C.; Men, Virany; Heller, Nicole A.; Clarke, Ben – Developmental Science, 2022
Children's ability to discriminate nonsymbolic number (e.g., the number of items in a set) is a commonly studied predictor of later math skills. Number discrimination improves throughout development, but what drives this improvement is unclear. Competing theories suggest that it may be due to a sharpening numerical representation or an improved…
Descriptors: Numbers, Mathematics Skills, Predictor Variables, Number Concepts
