NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ramirez, Gerardo; Fries, Laura; Gunderson, Elizabeth; Schaeffer, Marjorie W.; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C. – Journal of Cognition and Development, 2019
Learning to read is a critical but often challenging academic task for young children. In the current study, we explore the relation between children's reading affect--particularly anxiety--and reading achievement in the early years of reading acquisition. We hypothesized that reading anxiety would relate to reading achievement across the school…
Descriptors: Reading Strategies, Anxiety, Reading Attitudes, Reading Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Seger, Benedikt T.; Wannagat, Wienke; Nieding, Gerhild – Journal of Cognition and Development, 2019
In our current culture, children are exposed to a huge amount of audiovisual media, of which many formats include animated pictures, such as in videos, for instance. The current study addresses the use of audiovisual media in order to increase the effectiveness of learning and teaching. We examined how auditory text, audiovisual text with static…
Descriptors: Foreign Countries, Children, Memory, Animation
Peer reviewed Peer reviewed
Direct linkDirect link
Coffman, Jennifer L.; Grammer, Jennie K.; Hudson, Kesha N.; Thomas, Taylor E.; Villwock, Diane; Ornstein, Peter A. – Journal of Cognition and Development, 2019
As children transition from the early to later grades of elementary school, they become increasingly skilled at employing a variety of techniques -- such as rehearsal and organizational strategies -- for remembering information. Developmental changes in strategy use have been well documented, but little is known about the extent to which these…
Descriptors: Study Skills, Memory, Longitudinal Studies, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Roebers, Claudia M.; Spiess, Manuela – Journal of Cognition and Development, 2017
Although metacognition is considered a central aspect of self-regulated learning and is often linked to learning outcomes, little is known about the intraindividual development and factors that lead to developmental improvement over time. This longitudinal study investigated 2nd graders' (N = 119, aged 8-9 years) metacognitive monitoring and…
Descriptors: Metacognition, Cognitive Development, Grade 2, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Grammer, Jennie K.; Coffman, Jennifer L.; Sidney, Pooja; Ornstein, Peter A. – Journal of Cognition and Development, 2016
Although high-quality early educational environments are thought to be related to the growth of children's skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers' language while…
Descriptors: Mathematics Instruction, Mathematics Skills, Elementary School Teachers, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Brez, Caitlin C.; Miller, Angela D.; Ramirez, Erin M. – Journal of Cognition and Development, 2016
Numerical estimation has been used to study how children mentally represent numbers for many years (e.g., Siegler & Opfer, 2003). However, these studies have always presented children with positive numbers and positive number lines. Children's mental representation of negative numbers has never been addressed. The present study tested children…
Descriptors: Cognitive Processes, Numeracy, Numbers, Grade 2
Peer reviewed Peer reviewed
Direct linkDirect link
Watchorn, Rebecca P. D.; Bisanz, Jeffrey; Fast, Lisa; LeFevre, Jo-Anne; Skwarchuk, Sheri-Lynn; Smith-Chant, Brenda L. – Journal of Cognition and Development, 2014
The principle of "inversion," that a + b - b "must" equal a, is a fundamental property of arithmetic, but many children fail to apply it in symbolic contexts through 10 years of age. We explore three hypotheses relating to the use of inversion that stem from a model proposed by Siegler and Araya (2005). Hypothesis 1 is that…
Descriptors: Mathematics Skills, Skill Development, Computation, Attention Control
Peer reviewed Peer reviewed
Direct linkDirect link
Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L. – Journal of Cognition and Development, 2013
Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…
Descriptors: Mathematics Anxiety, Short Term Memory, Mathematics Achievement, Elementary School Mathematics
Peer reviewed Peer reviewed
Direct linkDirect link
Prather, Richard; Alibali, Martha W. – Journal of Cognition and Development, 2011
The current study investigated how young learners' experiences with arithmetic equations can lead to learning of an arithmetic principle. The focus was elementary school children's acquisition of the Relation to Operands principle for subtraction (i.e., for natural numbers, the difference must be less than the minuend). In Experiment 1, children…
Descriptors: Elementary School Students, Equations (Mathematics), Arithmetic, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Cartwright, Kelly B.; Marshall, Timothy R.; Dandy, Kristina L.; Isaac, Marisa C. – Journal of Cognition and Development, 2010
Reading-specific and general color-shape cognitive flexibility were assessed in 68 first and second graders to examine: 1) the development of graphophonological-semantic cognitive flexibility (the ability to process concurrently phonological and semantic aspects of print) in comparison to color-shape cognitive flexibility, 2) the contribution of…
Descriptors: Cognitive Processes, Grade 1, Grade 2, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Mix, Kelly S.; Paik, Jae H. – Journal of Cognition and Development, 2008
We investigated the effects of transparent fraction names on children's reasoning about fractions. U.S. and Korean first and second graders were tested using verbal and nonverbal measures. On a verbal task, Korean students were worse at interpreting their own conventional fraction names than interpreting modified terms with a more familiar word…
Descriptors: Grade 2, Korean Americans, Grade 1, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
DeMarie, Darlene; Miller, Patricia H.; Ferron, John; Cunningham, Walter R. – Journal of Cognition and Development, 2004
Path analysis was used to test theoretical models of relations among variables known to predict differences in children's memory--strategies, capacity, and metamemory. Children in kindergarten to fourth grade (chronological ages 5 to 11) performed different memory tasks. Several strategies (i.e., sorting, clustering, rehearsal, and self-testing)…
Descriptors: Foreign Countries, Children, Path Analysis, Models