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Descriptors:
Adolescents; Young Adults; Video Games; Schemata (Cognition); Cognitive Ability; Correlation; Young Children; Transfer of Training; Academic Achievement; Skill Development

Abstract:
Current empirical findings show linkages between recreational video game play and enhanced cognitive skills, primarily among young adults. However, consideration of this linkage among children and adolescents is sparse. Thus, discussions about facilitating transfer of cognitive skills from video game play to academic tasks among children and adolescents remains largely uninformed by research. To inform this discussion, we review available research concerning the cognitive benefits of video game play among children and adolescents and their impressions of video games as learning tools as these impressions may impact their application of cognitive skills used during game play to academic tasks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Children; Preschool Education; Bilingual Education; Semitic Languages; Foreign Countries; Control Groups; Speech Communication; Bilingualism; Monolingualism; Schemata (Cognition); Role of Education; Russian; Longitudinal Studies; Native Language Instruction; Second Language Learning; Linguistic Input; Preschool Children

Abstract:
The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool bilingual education was based on the "first language first approach" with L2 immersion around age three. The study design was longitudinal and comparative. The children's script schema knowledge was measured at three time points during one academic year. Thirty-two Russian/Hebrew-speaking bilinguals (around age three) were selected from bilingual (Russian/Hebrew) and monolingual (Hebrew) preschools. In addition, 19 Hebrew-speaking monolinguals acted as the control group. The results demonstrated that relatively late immersion in L2 and continuous development of L1 within a bilingual educational context does not impede the acquisition of script schema knowledge in L2. At the same time, in the case of the monolingual preschools, the lack of input in children's L1 within the educational curriculum seems to hinder their script schema development in this language. Finally, the research provides evidence of linguistic interdependence near to onset of script schema acquisition. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Infants; Toddlers; Mathematics Education; Emotional Response; Social Behavior; Philosophy; Schemata (Cognition); Interaction; Foreign Countries; Infant Behavior

Abstract:
This article challenges traditional approaches to emotion as a discreet biological or dialectic process in the early years. In doing so the proposition is made that emotion is an answerable social act of meaning-making and self-hood. Inspired by Bakhtinian philosophy, which resists separating emotion from cognition or the individual from their social milieu, the dialogic interplay that takes place between an 18-month-old infant, adults, and peers in a New Zealand Education and Care setting is explored from an emotional volitional standpoint. Drawing on eleven hours of polyphonic split-screen video footage taken from the visual perspective of the infant and those around her, language acts and their interpretive aftermath are presented as intersubjective and alteric (i.e., altering) communicative acts. Taken together they recaste infant emotionality as a highly strategic socially oriented process of embodied performance through selective employment of genres that "speak" to the adult. The article argues that such a renewed appreciation of infant emotion has potential for understanding very young children as strategically acting upon as well as responding to the environment that surrounds them. As such there is potential to view emotional acts as answerable performance, with revealing implications for those who share in infant experience. (Contains 1 table and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Evidence; Priming; Models; Verbs; Nouns; Schemata (Cognition); Reaction Time; Cues; Language Processing; Psycholinguistics

Abstract:
Extensive evidence has shown that presentation of a word (target) following a related word (prime) results in faster reaction times compared to unrelated words. Two primes preceding a target have been used to examine the effects of multiple influences on a target. Several studies have observed greater, or additive, priming effects of multiple related primes compared to single related primes. The present study aims to eliminate attentional factors that may have contributed to findings in previous studies that used explicitly presented primes and targets. Thus, a continuous priming paradigm where targets are unknown to participants is used with noun-noun-verb triads filling agent, patient, and action roles in situation schemas ("tourist," "car," "rent"). Results replicate priming of single nouns preceding related verbs but do not suggest an additive effect for two nouns versus one. The absence of additive priming suggests that attentional processes may have been a factor in previous research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Parent Child Relationship; Parent Role; Mothers; Fathers; Stress Variables; Role; Schemata (Cognition); Health; Measures (Individuals); Predictor Variables

Abstract:
Although parent behaviors and cognitions are important for stress/health outcomes throughout development, little research examines whether cognitions mediate the relationship between parent behaviors and stress/health outcomes. As a result, the current study examined the reports of 160 emerging adults regarding their mothers' and fathers' behaviors (via the Parental Bonding Instrument and Alabama Parenting Questionnaire), their cognitions (via the Stress Appraisal Measure, Negative Mood Regulation Scale, Life Orientation Test-Revised, General Self-Efficacy Scale, and Ruminative Response Scale-Abbreviated), and their stress/health outcomes (via the Perceived Stress Scale and Short-Form Health Survey). Results of this study suggested that emerging adults' cognitions partially mediated the relationship between their mothers' behaviors and their stress/health outcomes and fully mediated the relationship between their fathers' behaviors and their stress/health outcomes. Future research should examine parent behaviors as important distal variables in emerging adults' stress/health outcomes but should examine cognitions as more salient, immediate predictors of their stress/health outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Sexual Identity; Homosexuality; Counseling Techniques; Psychological Patterns; Minority Groups; Values; Social Bias; Schemata (Cognition); Negative Attitudes

Abstract:
Theorists, clinicians, and researchers have suggested that shame is a central concern in the lives of sexual minority individuals. Cognitive theorists believe that shame occurs when a person fails to achieve his or her standards, which are often based on social, cultural, and spiritual values. Although it is asserted that stigma causes shame among members of a sexual minority, the empirical evidence suggests that negative internal cognitions are partly responsible. By targeting negative beliefs, counselors can help sexual minorities reduce their sense of shame, particularly around issues related to sexual identity. The authors offer counseling strategies for reducing shame in sexual minority clients. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Arithmetic; Schemata (Cognition); Mathematics; Mathematics Instruction; Mathematics Education; Mathematical Concepts

Abstract:
Our aim here was to explore, via a specific instance, the potential for learners to develop mathematically as a consequence of the interplay between intuition and indirect classroom experience rather than through explicit tuition. A significant aspect of this study is the recognition of the possibility for learners to be able to thematize schemata associated with the fundamental theorem of arithmetic without formal knowledge of either the theorem or its consequences. Our findings would suggest that some learners, by way of a series of key intuitive episodes or concrete classroom experiences, do indeed possess the capacity to create meaningful mathematical structures that, though perhaps imperfectly formed, may in some sense mirror schemata. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Anxiety; Interpersonal Competence; Personality; Anxiety Disorders; Schemata (Cognition); Parent Attitudes; Teacher Attitudes; Regression (Statistics); Neurosis; Adolescents; At Risk Persons; Correlation

Abstract:
This cohort-sequential study examined developmental trajectories of social anxiety in a nonclinical sample (N = 331, 161 girls) aged 9 to 17 years at initial and 12 to 21 years at final assessment. We tested whether variables assessing cognition, social competence, and temperament discriminated between the trajectories. Variables were collected from different sources: participants, independent observers, parents, and teachers. Using Latent Class Growth Modeling (LCGM) we identified three distinct social anxiety trajectory groups: i) high and changing; ii) moderate and decreasing; and iii) low and decreasing. Multinomial regression analyses showed that the cognition variables, negative interpretations of ambiguous social situations and self-focused attention, differentiated between all three trajectories. A lack of social skills and having social problems at school were specifically related to the chance of following the high trajectory versus the moderate trajectory. Neuroticism differentiated between the low and moderate trajectories. Findings indicate that adolescents at risk of belonging to a high social anxiety trajectory can be discriminated from peers belonging to a less anxious trajectory using both cognition and social competence variables. (Contains 2 tables, 1 figure, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Curriculum Design; Learning Theories; Civil Engineering; Schemata (Cognition); Higher Education; Undergraduate Students; Learning Experience; Engineering

Abstract:
This paper asks a fundamental question: what is happening inside the mind of the undergraduate during teaching and learning experiences, and how should curricula be designed to support it? A number of concepts lend themselves to providing an answer, principle among which is the relatively recent idea of Threshold Concepts. In this paper we attempt to critically evaluate both the "product" and "process" of Threshold Concepts and subject the idea to a stress test by comparing it to the longer established Schema Theory of Learning. This mapping enabled a novel empirical study involving undergraduate civil engineering students to be performed. The methods derived from Schema Theories of learning provide a set of findings that compliment and strengthen certain key areas of Threshold Concepts, as well as leading to the development of some interesting principles of curriculum design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Instruction; Grade 7; Middle School Students; Schemata (Cognition); Schematic Studies; Experimental Groups; Control Groups; Pretests Posttests; Problem Solving; Word Problems (Mathematics); Intervention; Hierarchical Linear Modeling; Mathematical Concepts; Faculty Development; Instructional Effectiveness

Abstract:
This study examined the effect of schema-based instruction (SBI) on 7th-grade students' mathematical problem-solving performance. SBI is an instructional intervention that emphasizes the role of mathematical structure in word problems and also provides students with a heuristic to self-monitor and aid problem solving. Using a pretest-intervention-posttest-retention test design, the study compared the learning outcomes for 1,163 students in 42 classrooms who were randomly assigned to treatment (SBI) or control condition. After 6 weeks of instruction, results of multilevel modeling indicated significant differences favoring the SBI condition in proportion problem solving involving ratios/rates and percents on an immediate posttest (g = 1.24) and on a 6-week retention test (g = 1.27). No significant difference between conditions was found for a test of transfer. These results demonstrate that SBI was more effective than students' regular mathematics instruction. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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