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Direct linkCheung, Sum Kwing; Zhang, Juan; Wu, Chenggang – Educational Psychology, 2023
This study explored whether executive functioning skills and maths test anxiety were associated with children's untimed and timed algorithmic computational performance and their discrepancy. It also investigated whether such relations were moderated by children's basic maths fact fluency. One hundred and thirty third-graders were rated by teachers…
Descriptors: Performance, Algorithms, Computation, Timed Tests
Fong, Cathy Y. C.; Chung, P. Y. – Educational Psychology, 2020
The present study aimed to examine the potential importance of orthographic flexibility for Chinese reading acquisition. Orthographic flexibility is a novel concept that represents the ability to manage and switch attention among multiple aspects of orthographic information. A total of 92 Chinese kindergarten children at age 6 were assessed on…
Descriptors: Kindergarten, Chinese, Reading, Young Children
Hung, Cathy On-Ying; Loh, Elizabeth Ka-Yee – Educational Psychology, 2021
The present study aims to examine the contribution of cognitive flexibility to metalinguistic skills and reading comprehension during primary school years. Forty-nine third-grade primary school children completed the measures of cognitive flexibility, metalinguistic skills including syntactic awareness (word order knowledge), morphosyntactic skill…
Descriptors: Cognitive Processes, Metalinguistics, Executive Function, Reading Comprehension
Yang, Xiujie; Chung, Kevin Kien Hoa; McBride, Catherine – Educational Psychology, 2019
One hundred sixty-five Hong Kong Chinese children were administered measures of early mathematics, visual-spatial skills, and executive functioning (working memory, inhibition, shifting, updating) once in kindergarten (mean age = 62.80 months, SD = 3.74) and again in first grade (mean age = 77.25 months, SD = 4.60). In kindergarten, visual-spatial…
Descriptors: Spatial Ability, Visual Perception, Mathematics Instruction, Longitudinal Studies
Papaioannou, Sophia; Mouzaki, Angeliki; Sideridis, Georgios D.; Antoniou, Foteini; Padeliadu, Suzanna; Simos, Panagiotis G. – Educational Psychology, 2016
The study assessed cognitive and academic performance of children demonstrating teacher-rated ADHD-related symptoms (Inattention [IA] and/or Hyperactivity/Impulsivity [H/I]) in a representative sample of, largely untreated, Greek elementary school students (N?=?923). A battery of tests assessing short-term memory (STM), sustained attention,…
Descriptors: Cognitive Ability, Attention Deficit Hyperactivity Disorder, Short Term Memory, Reading Skills
Chung, Kevin K. H.; Liu, Hongyun; McBride, Catherine; Wong, Anita M. -Y.; Lo, Jason C. M. – Educational Psychology, 2017
The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning,…
Descriptors: Socioeconomic Status, Academic Achievement, Executive Function, Path Analysis
