Publication Date
| In 2026 | 0 |
| Since 2025 | 17 |
| Since 2022 (last 5 years) | 117 |
| Since 2017 (last 10 years) | 328 |
| Since 2007 (last 20 years) | 909 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Teachers | 3 |
Location
| Germany | 28 |
| China | 26 |
| United Kingdom | 19 |
| Australia | 18 |
| Canada | 17 |
| Netherlands | 14 |
| Spain | 13 |
| France | 12 |
| United Kingdom (England) | 11 |
| Japan | 9 |
| United Kingdom (London) | 8 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkYagolkovskiy, Sergey R.; Medvedev, Bogdan P. – Journal of Creative Behavior, 2020
Functional fixedness is related to excessive focusing on a specific functional property of an object. We assumed that the naming of other objects which possess the same functional property to a lesser extent than a given object can reduce the excessive focusing on this functional property for this object. It can help to loosen functional fixedness…
Descriptors: Creativity, Semantics, Priming, Creative Activities
Download full textGulboy, Emrah; Yucesoy-Ozkan, Serife – Journal of Theoretical Educational Science, 2022
Preschool children with disabilities spend more time when transitioning between activities and settings than their typically developing peers. Extended transition duration leads to reducing the time spent on teaching. Various antecedent-based transition strategies are used to increase independent transition and decrease the transition duration of…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Priming
Merchie, Emmelien; Catrysse, Leen; Van Keer, Hilde – Instructional Science: An International Journal of the Learning Sciences, 2021
Mind maps are often used to help readers process texts, but their effectiveness is empirically under-investigated. This study explores whether the use of mind maps presented either before or after the text can prime successful selective processing strategies related to the text topic structure. Differences in performance outcomes (i.e., memory and…
Descriptors: Elementary School Students, Cognitive Mapping, Cognitive Processes, Reading Processes
Ketema Addis; Abiy Yigzaw; Ebabu Tefera – Cogent Education, 2024
Research on recasts has gotten increasing attention from SLA researchers ever since 1990s. However, the studies on the effectiveness of recasts had inconsistent findings and are still debatable in what way recasts facilitate L2 learning. This study aims to examine the effects of recasts on English question production by adopting a pretest,…
Descriptors: Foreign Countries, Secondary School Students, Questioning Techniques, Preferences
Lupker, Stephen J.; Nakayama, Mariko; Yoshihara, Masahiro – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The present experiment provides an investigation of a promising new tool, the masked priming same-different task, for investigating the orthographic coding process. Orthographic coding is the process of establishing a mental representation of the letters and letter order in the word being read which is then used by readers to access higher-level…
Descriptors: Japanese, Phonology, Orthographic Symbols, Priming
Smith, Steven M.; Handy, Justin D.; Hernandez, Alan; Jacoby, Larry L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
It has often been shown that intentional recollection is influenced by context manipulations, such as context reinstatement (e.g., Smith, 2013; Smith & Vela, 2001), but whether or not automatic retrieval (e.g., Jacoby, 1991) is likewise context dependent remains an open question. Here, we present two experiments that examined effects of…
Descriptors: Memory, Context Effect, Priming, Undergraduate Students
Adam-Troian, Jais; Caroti, Denis; Arciszewski, Thomas; Ståhl, Tomas – Applied Cognitive Psychology, 2019
Previous research suggests that unfounded beliefs (UB)--such as conspiracist beliefs and beliefs in the supernatural--stem from similar cognitive and motivational mechanisms. More specifically, it has been demonstrated that cognitive ability is negatively associated with UB but only among individuals who value epistemic rationality. The present…
Descriptors: Misconceptions, Teacher Attitudes, Beliefs, Epistemology
Jacobs, Cassandra L.; Cho, Sun-Joo; Watson, Duane G. – Cognitive Science, 2019
Syntactic priming in language production is the increased likelihood of using a recently encountered syntactic structure. In this paper, we examine two theories of why speakers can be primed: error-driven learning accounts (Bock, Dell, Chang, & Onishi, 2007; Chang, Dell, & Bock, 2006) and activation-based accounts (Pickering &…
Descriptors: Priming, Syntax, Prediction, Linguistic Theory
Structural Repetition in Question Answering: A Replication and Extension of Levelt and Kelter (1982)
Chia, Katherine; Axelrod, Cara; Johnson, Chloe; Bressler, Marly; Cooperman, Hannah; Chu, Amber; Dash, Elizabeth; Di Bella, Julia; Engelhardt, Amanda; Farruggio, Victoria; Folsom, Susannah; Gomariz, Helei; Greiner, Elizabeth; Hager, Sheridan; Hansen, Nicole; Kenefick, Caroline; King, Jessica; King, Khari; Lavaud, Molly; Leone, Elizabeth; McGuire, George; Montanez, Sabrina; Morpeth, Julia; Neumann, Michael; Rivera, Daniella; Sotolongo, Nina; Sparacio, Kaitlyn; Stokes, Kacie; Tarro, Dominic; Treacy, Alysia; Wagler, Kayla; Weitzel, Sarah; Woller, Savannah; Kaschak, Michael P. – Discourse Processes: A Multidisciplinary Journal, 2019
We report an effort to replicate and extend Levelt and Kelter's (1982) Experiment 3. In their study, experimenters phoned businesses and asked, "At what time does your shop close?" or "What time does your shop close?" Participants were more likely to produce prepositional responses (At 7 o'clock) to questions containing a…
Descriptors: Repetition, Interpersonal Communication, Questioning Techniques, Responses
Jiang, Nan; Wu, Xuesong – Language Learning, 2022
Several previous studies showed that prime-target pairs with orthographical overlap but no semantic or morphological relationship (e.g., freeze-free) produced a masked priming effect in second language (L2) speakers but not in first language (L1) speakers. The present study further explored this intriguing L1-L2 difference by comparing English…
Descriptors: Word Recognition, Second Language Learning, Native Language, Semantics
Ciaccio, Laura Anna; Clahsen, Harald – Language Learning, 2020
Word forms such as "walked" or "walker" are decomposed into their morphological constituents (walk + -ed/-er) during language comprehension. Yet, the efficiency of morphological decomposition seems to vary for different languages and morphological types, as well as for first and second language speakers. The current study…
Descriptors: Morphology (Languages), Language Processing, Priming, Task Analysis
Hang Wei; Julie E. Boland; Chi Zhang; Anlin Yang; Fang Yuan – Language Learning, 2024
This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second…
Descriptors: Chinese, Native Language, English (Second Language), Second Language Learning
Shalhoub-Awwad, Yasmin – Reading and Writing: An Interdisciplinary Journal, 2023
The role of morphology in learning to read can vary widely across languages and is related to the extent to which the morphological system is a dominant feature of the specific language. The present study focuses on Arabic, a Semitic language written in an "abjad" (consonantal writing system) and characterized by rich morphological…
Descriptors: Arabic, Morphology (Languages), Role, Reading Processes
Li, Xueli; Pongpairoj, Nattama – LEARN Journal: Language Education and Acquisition Research Network, 2023
This study investigated L1 Chinese learners' acquisition of the English "Noun + Relative Clause (N + RC)" based on Structural Priming (SP)(Bock,1986; Bock & Griffin, 2000) and Lexical Residual Activation (LRA)(Cleland, 2003). It was hypothesized that, based on SP, when L1 Chinese learners were primed by the English "N +…
Descriptors: Native Language, Chinese, Second Language Learning, English (Second Language)
Winskel, Heather; Kim, Tae-Hoon – Journal of Psycholinguistic Research, 2021
Mirror invariance or generalisation is the ability to recognise objects as being the same regardless of their spatial orientation. However, when, for example, learning to read Roman script, children need to hone these skills so that they can readily discriminate between mirror letters such as b/d or p/b. Korean Hangul makes a particularly…
Descriptors: Generalization, Korean, Written Language, Alphabets
