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Elliott, Leanne; Feigenson, Lisa; Halberda, Justin; Libertus, Melissa E. – Journal of Cognition and Development, 2019
Research suggests that individual differences in math abilities correlate with approximate representations of quantity that are supported by a primitive Approximate Number System (ANS). However, relatively little research has addressed the direction of this association in early childhood. Here we examined the development of the ANS and math…
Descriptors: Child Development, Correlation, Numeracy, Mathematics Skills
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Neubauer, Andreas B.; Dirk, Judith; Schmiedek, Florian – Developmental Psychology, 2019
Elementary schoolchildren's working memory performance (WMP) fluctuates from moment to moment and day to day, yet the underlying mechanisms are not well understood. In the present study, affective states were investigated as predictors of these fluctuations. Interindividual differences in the intraindividual affect--WMP associations were expected,…
Descriptors: Elementary School Students, Short Term Memory, Individual Differences, Predictor Variables
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Kotaman, Hüseyin – Early Child Development and Care, 2019
The purpose of this study was to examine kindergarten children's motivation choice after successfully completing a mathematical task. Three succeeding measurements took place in two-week intervals. In each measurement a different choice dyad was presented to participating children. After the successful completion of a mathematical activity,…
Descriptors: Mathematics Instruction, Task Analysis, Learning Processes, Rewards
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Wu, Ching-Lin; Chen, Hsueh-Chih – Creativity Research Journal, 2019
Both creativity and humor are high-level cognitive functions and complex concepts. Although creativity and humor are generally deemed positively correlated, it has been difficult to explicitly identify their relationship with each other. The cognitive process of creativity includes divergent thinking, insight, and remote association, whereas humor…
Descriptors: Creativity, Humor, Cognitive Ability, Correlation
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García, Juan A.; Carcedo, Rodrigo J.; Castaño, Juan L. – Research Quarterly for Exercise and Sport, 2019
Purpose: The purpose of this work is focused on the study of the effect that feedback has on competence valuation, perceived competence, autonomous motivation, vitality, and performance in a throwing task. Method: Thirty-five college students (26 men and 9 women), without previous experience in the task, participated in this study. The students…
Descriptors: College Students, Barriers, Physical Activities, Feedback (Response)
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Beisly, Amber; Kwon, Kyong-Ah; Jeon, Shinyoung – Early Child Development and Care, 2020
This study examined the associations of preschool children's executive function (EF) and learning behaviour (CLB) with their concurrent academic skills and the role of CLB as a mediator for the EF-academic skills link. One hundred seventy-nine children were assessed on EF and math and literacy skills. Parents and teachers completed a questionnaire…
Descriptors: Executive Function, Preschool Children, Mathematics Skills, Literacy
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Alharbi, Bader; Aljutaily, Mohammad – Journal of Language and Linguistic Studies, 2020
Research on native Arabic speakers' perception of non-native English phonemic contrasts has manifested various conclusions. Some studies have revealed that native Arabic speakers experience difficulty in the perception of non-native English phonemic contrasts, where others have concluded that they largely do not experience such difficulty. Due to…
Descriptors: Case Studies, Phonemes, Accuracy, Semitic Languages
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Gracanin-Yuksek, Martina; Lago, Sol; Safak, Duygu Fatma; Demir, Orhan; Kirkici, Bilal – Second Language Research, 2020
Previous work has shown that heritage grammars are often simplified compared to their monolingual counterparts, especially in domains in which the societally-dominant language makes fewer distinctions than the heritage language. We investigated whether linguistic simplification extended to the anaphoric system of Turkish heritage speakers living…
Descriptors: Grammar, Turkish, Native Language, Second Language Learning
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Fois, Eleonora – Language and Intercultural Communication, 2020
As the main technique of grammar-centred teaching, translation apparently has no use in communicative teaching. However, this contradicts the idea that both translation and language teaching share the common goal of communication. This article argues that the underpinnings of translation coincide with the mediation skills promoted by CEFR and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Translation
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Lam, Boji P. W.; Marquardt, Thomas P. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Emotional verbal fluency (Emo-VF) has the potential to expand neuropsychological assessment by providing information about affective memory retrieval. The usability of Emo-VF is limited, however, by significant variations in task administration and the lack of information about Emo-VF responses. This study investigated verbal productivity…
Descriptors: Task Analysis, Verbal Ability, Emotional Response, Comparative Analysis
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Huh, Myung-Hye; Jwa, Soomin; Lee, Jongbong – English Teaching, 2020
We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a 'L1 + L2 writing task' and a 'L2-only writing task' respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Writing Skills
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Maciejewski, Greg; Klepousniotou, Ekaterini – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Semantic ambiguity has been shown to slow comprehension, although it is unclear whether this ambiguity disadvantage is attributable to competition in semantic activation or difficulties in response selection. We tested the two accounts by examining semantic relatedness decisions to homonyms, or words with multiple unrelated meanings (e.g.,…
Descriptors: Semantics, Diagnostic Tests, Ambiguity (Semantics), Word Frequency
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Wall, Jenna L.; Merriman, William E. – First Language, 2020
When taught a label for an object, and later asked whether that object or a novel object is the referent of a novel label, preschoolers favor the novel object. This article examines whether this so-called disambiguation effect may be undermined by an expectation to communicate about a discovery. This expectation may explain why 4-year-olds do not…
Descriptors: Pragmatics, Native Language, Language Acquisition, Preschool Children
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Chen, Ouhao; Retnowati, Endah; Kalyuga, Slava – British Journal of Educational Psychology, 2020
Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked…
Descriptors: Problem Solving, Cognitive Ability, Learning Processes, Teaching Methods
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Sekerci, Reyhan; Yörük, Tayfun – Cypriot Journal of Educational Sciences, 2020
The purpose of this study was to reveal the views of administrators working in institutions providing adult elderly education on teacher leadership. Ten administrators, who were determined via convenience sampling which is among purposeful sampling methods, participated in this study using qualitative research method. The study was conducted in…
Descriptors: Teacher Leadership, Older Adults, Adult Education, Administrator Attitudes
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