Background: The study of cerebral specialization in persons with Down syndrome (DS) has revealed an anomalous pattern of organization. Specifically, persons with DS elicit a right cerebral hemisphere lateralization for receptive language and a left cerebral hemisphere lateralization for the production of simple and complex movements: a pattern…

In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent,…

Purpose: The purpose of this study was to examine children's knowledge of semantic relations. Method: In Experiment 1, the 6-year-olds, 8-year-olds, and adults participated in an object decision task. Participants in the primed group made object decisions in response to primes that were related taxonomically, thematically, or perceptually to the…

A long-standing issue in the study of how people acquire visual information centers around the scheduling and deployment of attentional resources: Is the process serial, or is it parallel? A substantial empirical effort has been dedicated to resolving this issue. However, the results remain largely inconclusive because the methodologies that have…

Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used by a national sample of students enrolled in traditional and accelerated baccalaureate nursing programs. Background: Learner focused reforms in nursing education require students to assume more…

Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students…

In the present study the response times of 10- to 20-year-old participants with Asperger syndrome (AS) (N = 21) of normal intelligence and a control group of typically developing individuals (N = 20) were recorded on a new "advanced" test of theory of mind. This test taps the ability to make mental-state inferences versus physical-state inferences…

Previous research has shown that the appearance of task-irrelevant abrupt onsets influences saccadic eye movements during visual search and may slow down manual reactions to target stimuli. Analysis of reaction time distributions in the present study offers evidence suggesting that top-down inhibition processes actively suppress oculomotor or…

Research is reviewed on high success (low error rate) during instructional tasks in relationship to learning outcomes; alternative interpretations of the relationship are considered; and alternative strategies for controlling success during remedial reading instructional tasks are discussed. A simple procedure is described for the analysis of…

This study extends previous research done on the impulsivity-reflection dimension whereby it was determined that children who are impulsive tend to report the first response that occurs to them, while reflective children delay before answering (considering the alternative solutions to problems with high response uncertainty); and that…

Differences in the rates of visual information-processing in 8- and 10-year-old reflective and impulsive children were measured. (JMB)

Subjects learned and answered questions about four- or six-term linear orderings (e.g., Tom is taller than Dick, who is taller than Sam, who is taller than Pete). Such an ordering is comprised of some adjacent pairwise relations that are necessary to the establishment of the ordering (e.g., Tom is taller than Dick, Dick is taller than Sam), and…

After reading stories written in either chronological or flashback sequence, subjects made a decision about the underlying order of occurrence of two events. Results indicate that subjects based their responses on a memory representation, which preserved the input sequence of events. (Author/EJS)

Recommends that books be approached as objects and with an appreciation of their physicality. Suggests that in books different kinds of time exist synchronously with the reader traversing the various time zones. Lists three readings dealing with books as objects and as related to time and identification. (AEA)

A theoretical interpretation of the stimulus familiarization effect was explored in three experiments with 6- through 7-year-old children. (Author/SB)