Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Task Analysis | 3 |
| Undergraduate Students | 3 |
| Cognitive Ability | 2 |
| Scores | 2 |
| Academic Achievement | 1 |
| Cognitive Processes | 1 |
| Cognitive Style | 1 |
| Difficulty Level | 1 |
| Foreign Countries | 1 |
| Grades (Scholastic) | 1 |
| Grammar | 1 |
| More ▼ | |
Source
| Learning and Individual… | 3 |
Author
| Buhner, Markus | 1 |
| Inoue, Noriyuki | 1 |
| Kaufman, Scott Barry | 1 |
| Krumm, Stefan | 1 |
| Lipnevich, Anastasiya A. | 1 |
| Pretz, Jean E. | 1 |
| Schmidt-Atzert, Lothar | 1 |
| Totz, Kathryn Sentman | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Higher Education | 2 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKrumm, Stefan; Lipnevich, Anastasiya A.; Schmidt-Atzert, Lothar; Buhner, Markus – Learning and Individual Differences, 2012
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas…
Descriptors: Academic Achievement, Grades (Scholastic), Program Effectiveness, Undergraduate Students
Pretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry – Learning and Individual Differences, 2010
In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…
Descriptors: Cognitive Style, Reaction Time, Psychological Patterns, Cognitive Ability
Inoue, Noriyuki – Learning and Individual Differences, 2007
In a task choice situation, why do some students spontaneously choose challenging tasks while others do not? In the study, 114 undergraduate students were first asked of their perceived competence and interest in solving number puzzles at both individual and situational levels, and then asked to choose one puzzle from four difficulty levels. They…
Descriptors: Undergraduate Students, Puzzles, Mathematics Education, Multiple Regression Analysis
