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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 2,971 to 2,985 of 4,976 results
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Klin, Ami; Jones, Warren – Brain and Cognition, 2006
The weak central coherence (WCC) account of autism characterizes the learning style of individuals with this condition as favoring localized and fragmented (to the detriment of global and integrative) processing of information. This pattern of learning is thought to lead to deficits in aspects of perception (e.g., face processing), cognition, and…
Descriptors: Cognitive Style, Young Adults, Gender Differences, Interpersonal Relationship
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Harris, Gordon J.; Chabris, Christopher F.; Clark, Jill; Urban, Trinity; Aharon, Itzhak; Steele, Shelley; McGrath, Lauren; Condouris, Karen; Tager-Flusberg, Helen – Brain and Cognition, 2006
Language and communication deficits are core features of autism spectrum disorders (ASD), even in high-functioning adults with ASD. This study investigated brain activation patterns using functional magnetic resonance imaging in right-handed adult males with ASD and a control group, matched on age, handedness, and verbal IQ. Semantic processing in…
Descriptors: Semantics, Males, Control Groups, Brain
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White, Sarah; Hill, Elisabeth; Winston, Joel; Frith, Uta – Brain and Cognition, 2006
We asked adults with Asperger Syndrome to judge pictorial stimuli in terms of certain social stereotypes to evaluate to what extent they have access to this type of social knowledge. Sixteen adults with Asperger Syndrome and 24 controls, matched for age and intelligence, were presented with sets of faces, bodies and objects, which had to be rated…
Descriptors: Stereotypes, Visual Stimuli, Interpersonal Relationship, Social Status
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Ashwin, Chris; Wheelwright, Sally; Baron-Cohen, Simon – Brain and Cognition, 2006
Social threat captures attention and is processed rapidly and efficiently, with many lines of research showing involvement of the amygdala. Visual search paradigms looking at social threat have shown angry faces "pop-out" in a crowd, compared to happy faces. Autism and Asperger Syndrome (AS) are neurodevelopmental conditions characterised by…
Descriptors: Asperger Syndrome, Autism, Visual Perception, Cognitive Processes
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Henderson, Heather; Schwartz, Caley; Mundy, Peter; Burnette, Courtney; Sutton, Steve; Zahka, Nicole; Pradella, Anna – Brain and Cognition, 2006
Children with autism not only display social impairments but also significant individual differences in social development. Understanding the source of these differences, as well as the nature of social impairments, is important for improved diagnosis and treatments for these children. Current theory and research suggests that individual…
Descriptors: Social Behavior, Interpersonal Relationship, Clinical Diagnosis, Social Development
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Belmonte, Matthew K.; Carper, Ruth A. – Brain and Cognition, 2006
A pair of monozygotic twins discordant for symptoms of Asperger syndrome was evaluated at the age of 13.45 years using psychometric, morphometric, behavioural, and functional imaging methods. The lower-functioning twin had a smaller brain overall, a smaller right cerebellum, and a disproportionately large left frontal lobe, and manifested almost…
Descriptors: Psychometrics, Visual Stimuli, Twins, Brain Hemisphere Functions
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Baron-Cohen, Simon; Ring, Howard; Chitnis, Xavier; Wheelwright, Sally; Gregory, Lloyd, Williams, Steve; Brammer, Mick; Bullmore, Ed – Brain and Cognition, 2006
Background: People with autism or Asperger Syndrome (AS) show altered patterns of brain activity during visual search and emotion recognition tasks. Autism and AS are genetic conditions and parents may show the "broader autism phenotype." Aims: (1) To test if parents of children with AS show atypical brain activity during a visual search and an…
Descriptors: Children, Asperger Syndrome, Autism, Brain
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Slotta, James D.; Chi, Michelene T. H. – Cognition and Instruction, 2006
Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the more veridical status of emergent processes. Conceptual change could thus be facilitated by training…
Descriptors: Difficulty Level, Physics, Heat, Light
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Varelas, Maria; Pappas, Christine C. – Cognition and Instruction, 2006
The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them…
Descriptors: Semiotics, Urban Schools, Primary Education, Language Acquisition
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Wilensky, Uri; Reisman, Kenneth – Cognition and Instruction, 2006
Biological phenomena can be investigated at multiple levels, from the molecular to the cellular to the organismic to the ecological. In typical biology instruction, these levels have been segregated. Yet, it is by examining the connections between such levels that many phenomena in biology, and complex systems in general, are best explained. We…
Descriptors: Biology, Science Instruction, Hypothesis Testing, Secondary School Science
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Herbst, Patricio; Brach, Catherine – Cognition and Instruction, 2006
In this article we examine students' perspectives on the customary, public work of proving in American high school geometry classes. We analyze transcripts from 29 interviews in which 16 students commented on various problems and the likelihood that their teachers would use those problems to engage students in proving. We use their responses to…
Descriptors: Geometry, High School Students, Interviews, Mathematical Logic
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Wagner, Joseph F. – Cognition and Instruction, 2006
The theoretical perspective outlined here offers an alternative to explanations of knowledge transfer that posit its source in the construction and application of abstract, context-independent knowledge structures. A case study analysis of an undergraduate student's attempt to solve a series of problems related to an elementary statistical…
Descriptors: Case Studies, Undergraduate Students, Problem Solving, Statistics
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Balodis, Iris M.; MacDonald, Tara K.; Olmstead, Mary C. – Brain and Cognition, 2006
The current study investigated whether acute alcohol intoxication produces impaired decision-making on tasks assessing ventromedial prefrontal (VMF) cortex functioning and impulsive responding. Participants completed the Iowa Gambling Task (IGT), a decision-making test targeting the VMF, and the Newman Perseveration Task (NT), a measure of…
Descriptors: Instruction, Cues, Alcohol Abuse, Decision Making
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Ray, Suchismita; Bates, Marsha E. – Brain and Cognition, 2006
Acute alcohol intoxication effects on memory were examined using a recollection-based word recognition memory task and a repetition priming task of memory for the same information without explicit reference to the study context. Memory cues were equivalent across tasks; encoding was manipulated by varying the frequency of occurrence (FOC) of words…
Descriptors: Word Recognition, Memory, Cues, Word Frequency
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Furumoto, Hideharu – Brain and Cognition, 2006
To account for the mechanism of number transcoding, many authors have proposed various models, for example, semantic-abstract model, lexical-semantic model, triple-code model, and so on. However, almost all of them are based on the symptoms of patients with left cerebral damage. Previously, I reported two Japanese patients with right posterior…
Descriptors: Numbers, Brain Hemisphere Functions, Neurological Impairments, Patients
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