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Elazar, Amit; Alhama, Raquel G.; Bogaerts, Louisa; Siegelman, Noam; Baus, Cristina; Frost, Ram – Cognitive Science, 2022
How does prior linguistic knowledge modulate learning in verbal auditory statistical learning (SL) tasks? Here, we address this question by assessing to what extent the frequency of syllabic co-occurrences in the learners' native language determines SL performance. We computed the frequency of co-occurrences of syllables in spoken Spanish through…
Descriptors: Prior Learning, Native Language, Syllables, Auditory Perception
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Butcher, Phillipa R.; Heubeck, Bernd G.; Welvaert, Marijke – British Journal of Educational Psychology, 2021
Background: Despite evidence that high levels of anxiety can impair Working Memory (WM) functioning, little is known about how anxiety is associated with classroom learning activities, which make high demands on verbal WM. Aims: To investigate the association between anxiety and learning on a task which makes high demands on verbal WM. Sample:…
Descriptors: Anxiety, Verbal Learning, Elementary School Students, Foreign Countries
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Larson, Caroline; Gangopadhyay, Ishanti; Prescott, Kathryn; Kaushanskaya, Margarita; Ellis Weismer, Susan – Journal of Autism and Developmental Disorders, 2021
This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Mediation Theory
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Barutchu, Ayla; Fifer, Joanne M.; Shivdasani, Mohit N.; Crewther, Sheila G.; Paolini, Antonio G. – Child Development, 2020
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with…
Descriptors: Multisensory Learning, Associative Learning, Intelligence Quotient, Cognitive Ability
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Chandramouli, Suyog H.; Kronenberger, William G.; Pisoni, David B. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: The purpose of this study was to investigate the information-processing strategies of early-implanted, prelingually deaf cochlear implant (CI) users with the California Verbal Learning Test--Second Edition (CVLT-II; Delis, Kramer, Kaplan, & Ober, 2000), a well-established normed measure of verbal learning and memory used in…
Descriptors: Deafness, Assistive Technology, Memory, Verbal Learning
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Luo, Zhanni; O'Steen, Billy; Brown, Cheryl – Interactive Technology and Smart Education, 2020
Purpose: To build adaptive learning systems for a better learning experience, designers need to identify users' behaviour patterns and provide adaptive learning materials accordingly. This study involved a quasi-experiment and also this paper aims to investigate the accuracy of eye-tracking technology in identifying visualisers and verbalisers and…
Descriptors: Eye Movements, Computer Assisted Testing, Educational Technology, Cognitive Style
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Allen, Katie; Giofrè, David – Educational Psychology, 2021
Despite evidence for the involvement of working memory in mathematics attainment, the understanding of its components relationship to individual areas of mathematics is somewhat restricted. This study aims to better understand this relationship. Two-hundred and fourteen year 3 children in the UK were administered tests of verbal and visuospatial…
Descriptors: Foreign Countries, Short Term Memory, Mathematics Achievement, Elementary School Students
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Burak, Durmus; Gültekin, Mehmet – International Journal on Social and Education Sciences, 2021
In this study, it is aimed to develop a measurement tool that can determine the learning styles of students in order to provide efficient learning environments in primary schools. For this purpose, a draft scale form consisting of 24 items defining verbal and visual learning styles on theoretical basis was prepared. Then, using the draft scale…
Descriptors: Cognitive Style, Learning Modalities, Visual Learning, Verbal Learning
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Kottmeyer, Alexa M.; Van Meter, Peggy N.; Cameron, Chelsea E. – Journal of Educational Psychology, 2020
Relational reasoning, or the ability to identify meaningful patterns within streams of information, has emerged as an important factor in a variety of complex tasks. One factor that has received relatively little research attention, however, is how relational reasoning may be influenced by the representational systems (i.e., verbal or nonverbal)…
Descriptors: Undergraduate Students, Logical Thinking, Thinking Skills, Concept Formation
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Kippin, Natalie R.; Leitão, Suze; Watkins, Rochelle; Finlay-Jones, Amy – International Journal of Language & Communication Disorders, 2021
Background: Prenatal alcohol exposure (PAE) is associated with growth deficits and neurodevelopmental impairment including foetal alcohol spectrum disorder (FASD). Difficulties with oral and written communication skills are common among children with PAE; however, less is known about how communication skills of adolescents who have PAE compare…
Descriptors: Communication Skills, Speech Communication, Writing Skills, Adolescents
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Kurniawan, Citra; Setyosari, Punaji; Kamdi, Waras; Ulfa, Saida – Problems of Education in the 21st Century, 2019
The purpose of this research was to build a classification model and to measure the correlation of self-efficacy with visual-verbal preferences using data mining methods. This research used the J48 classifier and linear projection method as an approach to see patterns of data distribution between self-efficacy and visual-verbal preferences. The…
Descriptors: Engineering Education, Self Efficacy, Preferences, Verbal Learning
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Koc-Januchta, Marta M.; Höffler, Tim N.; Prechtl, Helmut; Leutner, Detlev – Educational Technology Research and Development, 2020
The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were…
Descriptors: Cognitive Style, Interaction, Visualization, Multimedia Instruction
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Demetriou, Eleni A.; Pepper, Karen L.; Park, Shin Ho; Pellicano, Liz; Song, Yun Ju C.; Naismith, Sharon L.; Hickie, Ian B.; Thomas, Emma E.; Guastella, Adam J. – Autism: The International Journal of Research and Practice, 2021
Sex differences in autism may in part be understood by an atypical sex profile of executive function and non-executive function. In this study, we compared females and males with autism against non-autistic individuals on neuropsychological and self-report measures to examine whether any sex differences in executive function and non-executive…
Descriptors: Autism, Pervasive Developmental Disorders, Gender Differences, Executive Function
Randall, Shel T. – ProQuest LLC, 2018
Purpose: The purpose of this retrospective quantitative correlational study was to determine the relationship of student temperament (as measured by the online Jung Typology Test) and learning styles (as measured by the Felder-Soloman Index of Learning Styles) to academic performance of first-semester physics students while enrolled in a Sierra…
Descriptors: Personality Traits, Cognitive Style, Academic Achievement, College Freshmen
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Barry, Lorna; Holloway, Jennifer; Gunning, Ciara – Analysis of Verbal Behavior, 2019
Communication deficits in children with Autism Spectrum Disorder (ASD) can manifest in a myriad of lifelong social and educational challenges. Many children with ASD fail to learn vocal verbal behavior and may require intensive individualized intervention to learn early verbal operants. The current research aimed to evaluate the effects of a…
Descriptors: Autism, Pervasive Developmental Disorders, Individualized Instruction, Responses
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