NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 91 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Datta, Sumona; Dutta Roy, Debdulal – Journal of Cognitive Education and Psychology, 2021
Measurement of mental rotation presents a serious challenge to cognitive researchers owing to the lack of a single comprehensive measure that can be applied across the developing age groups. Objective of the present study was to develop and validate a new measure of mental rotation for preadolescent and adolescent age groups. Items were…
Descriptors: Spatial Ability, Visualization, Preadolescents, Adolescents
Peer reviewed Peer reviewed
Direct linkDirect link
Fischer, Jean-Paul; Thierry, Xavier – Journal of Cognitive Education and Psychology, 2021
The French National Cohort of Children Study ("Etude Longitudinale Française depuis l'Enfance"--ELFE) tested the literacy and numeracy skills of 4- to 5-year-old typically developing children in the second year of "école maternelle." Tasks were administered by more than 4,000 teachers at schools across France. One of the…
Descriptors: Writing Difficulties, Foreign Countries, Numeracy, Mathematics Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Ben-Yehuda, Miriam; Sharoni, Varda – Journal of Cognitive Education and Psychology, 2021
The research examined the calculation methods used by pupils in Grades 3-6 when they were presented with problems that could be worked out efficiently and flexibly by applying number sense. The study was conducted with a convenience sample of 179 pupils between the ages 7 years and 10 months to 12 years and 10 months. in mainstream education in…
Descriptors: Numeracy, Number Concepts, Computation, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Ouhao; Kalyuga, Slava – Journal of Cognitive Education and Psychology, 2021
Cognitive load theory (CLT) uses working memory resources depletion to explain the superiority of spaced learning, predicting that working memory resources will be less taxed if there are resting/spacing periods inserted between learning tasks, in comparison to learning from the same tasks in a single session. This article uses the working memory…
Descriptors: Short Term Memory, Elementary School Students, Tests, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Reuter, Timo; Weber, Anke Maria; Flottmann, Julia; Leuchter, Miriam – Journal of Cognitive Education and Psychology, 2021
Planning and conducting experiments require the application of the control of variables strategy (CVS). Research indicates that older children can learn the CVS by engaging in guided-inquiry activities. It has not been studied yet whether this is also the case for children as young as 6- to 7-years. 145 children aged 6-7 years participated in a…
Descriptors: Inquiry, Physics, Science Instruction, Grade 1
Peer reviewed Peer reviewed
Direct linkDirect link
Shechter, Taly; Eden, Sigal; Spektor-Levy, Ornit – Journal of Cognitive Education and Psychology, 2021
The objective of this study was to examine in what ways and to what extent preschoolers (5-6 years of age) manifest early Engineering Habits of Mind (EHoM) while engaging in an open-ended problem-solving construction task. The study comprised 228 children (120 boys and 108 girls). The study implemented a quantitative approach. The main research…
Descriptors: Preschool Children, Thinking Skills, Engineering, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Sarama, Julie; Clements, Douglas H. – Journal of Cognitive Education and Psychology, 2021
Scaling up educational interventions in the STEM (Science, Technology, Engineering, and Mathematics) field is critical but under-researched. We review and draw implications from a series of studies investigating the long-range impact of an implementation of an early mathematics scale-up model based on learning trajectories. Lasting effectiveness…
Descriptors: Program Effectiveness, Intervention, Mathematics Education, Preschool Education
Peer reviewed Peer reviewed
Direct linkDirect link
Alnajashi, Sumyah – Journal of Cognitive Education and Psychology, 2021
This study aims to examine the differences in numerosity estimation on a right-to-left number line between second- to fourth-grade students and undergraduate students, together with whether number-line estimation is related to basic arithmetic tasks (addition and subtraction). Hence, 53 Arabic-speaking children and 63 Arabic-speaking adults…
Descriptors: Computation, Grade 2, Grade 3, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Luomaniemi, Katri; Mattinen, Aino; Sorariutta, Anne; Hannula-Sormunen, Minna – Journal of Cognitive Education and Psychology, 2021
In this quasi-experimental study we examined how the Count How Many (CHM) intervention program can support multilingual children's early numeracy and oral language skills. The program is aimed at promoting spontaneous focusing on numerosity (SFON) and early numeracy skills in 3- to 5-year-old children who attend day care. We examined the effects…
Descriptors: Numeracy, Language Skills, Oral Language, Multilingualism
Peer reviewed Peer reviewed
Direct linkDirect link
Ganayim, Deia; Ganayim, Shireen; Dowker, Ann; Olkun, Sinan – Journal of Cognitive Education and Psychology, 2021
The study focuses on the effect of the lexical-syntactic structure on the patterns of errors by Arab first graders in tasks involving reading two-digit number and writing two-digit numbers to dictation. Children made few change or omission errors, indicating that they had little problem with the lexical aspects of the counting system. However,…
Descriptors: Arabs, Grade 1, Elementary School Students, Syntax
Peer reviewed Peer reviewed
Direct linkDirect link
Mevarech, Zemira R.; Iddini, Vivian – Journal of Cognitive Education and Psychology, 2021
The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab…
Descriptors: Mathematics Education, Knowledge Level, Thinking Skills, Electronic Publishing
Peer reviewed Peer reviewed
Direct linkDirect link
Chue, Kah Loong – Journal of Cognitive Education and Psychology, 2020
A conventional view in education is the belief that expending more effort in mathematics will lead directly to a higher academic achievement. Whilst no one would argue that effort is unnecessary, the link between effort and academic achievement needs to be examined further. In particular, there may be a possibility of mediator variables in this…
Descriptors: Psychological Patterns, Self Esteem, Mathematics Achievement, Academic Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Comblain, Annick; Schmetz, Coraline – Journal of Cognitive Education and Psychology, 2020
Effective communication requires an understanding of the interlocutor's perspective. Being able to infer someone else's knowledge about a situation is a critical skill in any communication and social interaction. These abilities are part of Theory of Mind (ToM) skills and are known to be impaired in Down syndrome (DS). It therefore makes sense to…
Descriptors: Theory of Mind, Down Syndrome, Skill Development, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Wimmer, Lena; Dorjee, Dusana – Journal of Cognitive Education and Psychology, 2020
The present study presents the first attempt at investigating long-term mindfulness training in pre-adolescence, adopting an integrative neurodevelopmental approach. Pupils with an established mindfulness practice (n=33) were compared with mindfulness-inexperienced pupils (n=20) on dispositional mindfulness, executive functioning (EF), emotion…
Descriptors: Metacognition, Executive Function, Self Control, Well Being
Peer reviewed Peer reviewed
Direct linkDirect link
Tzuriel, David; Mandel, Riva – Journal of Cognitive Education and Psychology, 2020
The main objectives of this study were to construct a conceptual model of parent-child math discourse strategies (MDS) and explore (a) the differences between mother's and father's MDS with their children, (b) the relations between parents' MDS and children's responses, and (c) the relations between parent-child MDS and children's math…
Descriptors: Parent Child Relationship, Mathematics Instruction, Mathematics Skills, Thinking Skills
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7