Although Cognitive Assessment System (CAS)-2: Brief was published in 2014 and it is used in applied settings all over the world, we still do not know how well it relates to academic achievement. Thus, this study aimed to examine the relations of CAS-2: Brief with reading and mathematics performance. Two hundred and twenty-two Greek-speaking…

Mathematical problems can be divided into two types, namely, process-open and process-constrained problems. Solving these two types of problems may require different cognitive mechanisms. However, there has been only one study that investigated the differences of the cognitive abilities in process-open and process-constrained problem solving, and…

The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript…

Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This "depletion effect" can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture,…

This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical…

Process-oriented dynamic testing aims to investigate the processes children use to solve cognitive tasks, and evaluate changes in these processes as a result of training. For the current study, a dynamic complex figure task was constructed, using the graduated prompts approach, to investigate the processes involved in solving a complex figure task…

Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we…

American Indian students exhibit significant delays in academic skills and are at greater risk of school leaving or dropout than mainstream peers. A core component of these academic difficulties are persistent reading deficits across grades, but little research exists on the underlying foundation of these reading deficits. The purpose of this…

The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…

The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…

In metacognition research, many studies focused on metacognitive knowledge of preschoolers or children at the end of elementary school or secondary school, but investigations of children starting elementary school are quite limited. The present study, thus, took a closer look at children's knowledge about mental processes and strategies in…

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…

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…