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Yanaoka, Kaichi; Saito, Satoru – Child Development, 2021
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…
Descriptors: Executive Function, Sequential Learning, Children, Foreign Countries
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West, Gillian; Shanks, David R.; Hulme, Charles – Scientific Studies of Reading, 2021
The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and…
Descriptors: Attention Control, Learning Processes, Predictor Variables, Reading Skills
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McMartin, Kimberley; McMaster, Heather – Australian Primary Mathematics Classroom, 2016
As an alternative to looking solely at linear functions, a three-lesson learning progression developed for Year 6 students that incorporates triangular numbers to develop children's algebraic thinking is described and evaluated.
Descriptors: Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Number Concepts
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Gabriel, Audrey; Stefaniak, Nicolas; Maillart, Christelle; Schmitz, Xavier; Meulemans, Thierry – American Journal of Speech-Language Pathology, 2012
Purpose: According to the "procedural deficit hypothesis" (PDH), difficulties in the procedural learning (PL) system may contribute to the language difficulties observed in children with specific language impairment (SLI). Method: Fifteen children with SLI and their typically developing (TD) peers were compared on visual PL…
Descriptors: Language Impairments, Visual Learning, Reaction Time, Sequential Learning
Goebel, Allan; Gowland, David – Education Canada, 1982
Describes visual arts program, developed in Kitchener, Ontario (Canada), tested by two Special Education teachers with a combined class of 14 (13 boys, 1 girl) learning disabled/behavioral adjustment children, which seeks to develop positive self-concept, increase organizational skills, improve listening skills, increase ability to follow sequence…
Descriptors: Aptitude, Art Activities, Behavioral Objectives, Children