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Direct linkWainwright, Elaine; Attridge, Nina; Wainwright, David; Alcock, Lara; Inglis, Matthew – Research in Mathematics Education, 2017
The Theory of Formal Discipline (TFD) suggests that studying mathematics improves general thinking skills. Empirical evidence for the TFD is sparse, yet it is cited in policy reports as a justification for the importance of mathematics in school curricula. The study reported in this article investigated the extent to which influential UK advocates…
Descriptors: Foreign Countries, Mathematics Education, Logical Thinking, Thinking Skills
Morsanyi, Kinga; Handley, Simon J.; Serpell, Sylvie – British Journal of Educational Psychology, 2013
Background: The equiprobability bias is a tendency for individuals to think of probabilistic events as "equiprobable" by nature, and to judge outcomes that occur with different probabilities as equally likely. The equiprobability bias has been repeatedly found to be related to formal education in statistics, and it is claimed to be based…
Descriptors: Probability, Bias, Training, Cognitive Ability
Enge, Sören; Behnke, Alexander; Fleischhauer, Monika; Küttler, Lena; Kliegel, Matthias; Strobel, Alexander – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Recent studies reported that training of working memory may improve performance in the trained function and beyond. Other executive functions, however, have been rarely or not yet systematically examined. The aim of this study was to test the effectiveness of inhibitory control (IC) training to produce true training-related function improvements…
Descriptors: Short Term Memory, Transfer of Training, Inhibition, Young Adults
