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Ambrus, András – Center for Educational Policy Studies Journal, 2014
In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have…
Descriptors: Mathematics Instruction, Teaching Methods, Brain, Problem Solving
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Méndez, Marta; Arias, Natalia; Menéndez, José R.; Villar, José R.; Neira, Ángel; Romano, Pedro V.; Núñez, José Carlos; Arias, Jorge L. – Electronic Journal of Research in Educational Psychology, 2014
Introduction: Scientific and technological areas include tuition based on highly visuo-spatial specialization and problem solving. Spatial skills and problem solving are embedded in a curriculum that promotes understanding of Science and technical subjects. These abilities are related to the development of executive functions (EFs). We aim to…
Descriptors: Foreign Countries, Executive Function, Spatial Ability, Problem Solving
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Hume, Kara; Boyd, Brian A.; Hamm, Jill V.; Kucharczyk, Suzanne – Remedial and Special Education, 2014
The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, High School Students
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van den Bergh, Sanne F. W. M.; Scheeren, Anke M.; Begeer, Sander; Koot, Hans M.; Geurts, Hilde M. – Journal of Autism and Developmental Disorders, 2014
Numerous studies investigated executive functioning (EF) problems in people with autism spectrum disorders (ASD) using laboratory EF tasks. As laboratory task performances often differ from real life observations, the current study focused on EF in everyday life of 118 children and adolescents with ASD (6-18 years). We investigated age-related and…
Descriptors: Age Differences, Individual Differences, Children, Adolescents
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Suh, Joyce; Eigsti, Inge-Marie; Naigles, Letitia; Barton, Marianne; Kelley, Elizabeth; Fein, Deborah – Journal of Autism and Developmental Disorders, 2014
Autism Spectrum Disorders (ASDs) have traditionally been considered a lifelong condition; however, a subset of people makes such significant improvements that they no longer meet diagnostic criteria for an ASD. The current study examines whether these "optimal outcome" (OO) children and adolescents continue to have subtle pragmatic…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Symptoms (Individual Disorders)
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Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine; Wyatt, Todd M. – Infant and Child Development, 2014
Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social-emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context.…
Descriptors: Social Development, Emotional Development, Executive Function, School Readiness
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Memisevic, H.; Sinanovic, O. – Journal of Intellectual Disability Research, 2014
Background: Executive function is very important in the children's overall development. The goal of this study was to assess the executive function in children with intellectual disability (ID) through the use of the Behavior Rating Inventory of Executive Function (BRIEF) teacher version. An additional goal was to examine the differences in…
Descriptors: Mental Retardation, Etiology, Executive Function, Gender Differences
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Benson, Jeannette E.; Sabbagh, Mark A.; Carlson, Stephanie M.; Zelazo, Philip David – Developmental Psychology, 2013
Twenty-four 3.5-year-old children who initially showed poor performance on false-belief tasks participated in a training protocol designed to promote performance on these tasks. Our aim was to determine whether the extent to which children benefited from training was predicted by their performance on a battery of executive functioning tasks.…
Descriptors: Individual Differences, Theory of Mind, Executive Function, Prediction
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De Loof, Esther; Verguts, Tom; Fias, Wim; Van Opstal, Filip – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Cognitive theories on consciousness propose a strong link between consciousness and working memory (WM). This link is also present at the neural level: Both consciousness and WM have been implicated in a prefrontal parietal network. However, the link remains empirically unexplored. The present study investigates the relation between consciousness…
Descriptors: Experimental Psychology, Short Term Memory, Priming, Cognitive Processes
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Peach, Richard K. – American Journal of Speech-Language Pathology, 2013
Purpose: Analyses of language production of individuals with traumatic brain injury (TBI) place increasing emphasis on microlinguistic (i.e., within-sentence) patterns. It is unknown whether the observed problems involve implementation of well-formed sentence frames or represent a fundamental linguistic disturbance in computing sentence structure.…
Descriptors: Cognitive Ability, Brain, Executive Function, Head Injuries
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Coelho, Carl; Le, Karen; Mozeiko, Jennifer; Hamilton, Mark; Tyler, Elizabeth; Krueger, Frank; Grafman, Jordan – American Journal of Speech-Language Pathology, 2013
Purpose: Discourse analyses have demonstrated utility for delineating subtle communication deficits following closed head injuries (CHIs). The present investigation examined the discourse performance of a large group of individuals with penetrating head injury (PHI). Performance was also compared across 6 subgroups of PHI based on lesion locale. A…
Descriptors: Head Injuries, Neurological Impairments, Language Impairments, Veterans
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Montgomery, Janine M.; Stoesz, Brenda M.; McCrimmon, Adam W. – Focus on Autism and Other Developmental Disabilities, 2013
Social difficulties are frequently cited as a core deficit of individuals with Asperger syndrome (AS). This deficit is particularly evident when processing of emotional information is required in social situations. Deficits in theory of mind and executive functions are the two explanatory hypotheses for social deficits in AS that are predominant…
Descriptors: Emotional Intelligence, Asperger Syndrome, Theory of Mind, Young Adults
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van Rijn, Sophie; de Sonneville, Leo; Lahuis, Bertine; Pieterse, Jolijn; van Engeland, Herman; Swaab, Hanna – Journal of Autism and Developmental Disorders, 2013
A proportion of children within the autism spectrum is at risk for severe deregulation of thought, emotion and behaviour resulting in (symptoms of) psychotic disorders over the course of development. In an attempt to identify this subgroup, children with PDD-NOS, subtype MCDD (n = 24) were compared to children with PDD-NOS (n = 23) on executive…
Descriptors: Inhibition, Executive Function, Pervasive Developmental Disorders, Autism
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Qian, Ying; Shuai, Lan; Chan, Raymond C. K.; Qian, Qiu-Jin; Wang, Yufeng – Research in Developmental Disabilities: A Multidisciplinary Journal, 2013
This study examined the developmental trajectories of executive function (EF) of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) in Han Chinese. Five hundred and fifteen children and adolescents with ADHD and 249 healthy controls took part in this study. All of them were administered four EF tests capturing…
Descriptors: Attention Deficit Hyperactivity Disorder, Adolescents, Inhibition, Executive Function
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Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M. – Learning and Individual Differences, 2013
Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well…
Descriptors: Personality Traits, Elementary School Students, Academic Achievement, Executive Function
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