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Showing 1 to 15 of 27 results Save | Export
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Uncapher, Melina R. – Mind, Brain, and Education, 2019
Since the advent of computers, scientists who study how people learn have been utilizing technology to uncover the cognitive and neural mechanisms of learning. Recent technological advances have allowed learning scientists to move their research out of the lab and into the wild, to investigate how students learn in real-world environments.…
Descriptors: Learning, Evaluation Methods, Elementary School Students, Middle School Students
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Caballero, Camila; Scherer, Ethan; West, Martin R.; Mrazek, Michael D.; Gabrieli, Christopher F. O.; Gabrieli, John D. E. – Mind, Brain, and Education, 2019
Despite increasing interest in improving academic outcomes for students by enhancing mindfulness, there is a paucity of evidence that greater mindfulness is associated with success in school. We measured mindfulness with the short-form Mindful Attention Awareness Scale (MAAS) in over 2,000 urban students in Grades 5-8. The MAAS had good internal…
Descriptors: Metacognition, Academic Achievement, Middle School Students, Measures (Individuals)
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Martín-Lobo, Pilar; Santiago-Ramajo, Sandra; Vergara-Moragues, Esperanza – Mind, Brain, and Education, 2018
Progress in applied neuroscience and neuropsychology in the educational context has revealed efficient methodologies for preventing academic failure and developing the potential of students. The aim of this work is to adopt a neuropsychological perspective to study learning-related differences between students with learning difficulties (LD),…
Descriptors: Neurosciences, Neuropsychology, Academic Failure, Learning Problems
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Scrimin, Sara; Osler, Gabriele; Moscardino, Ughetta; Mason, Lucia – Mind, Brain, and Education, 2018
The present study aimed to investigate the role of classroom climate and self-regulation in terms of cardiac vagal tone and inhibitory control in primary school students' focused attention. A combination of direct and indirect measures was used to assess classroom climate, sustained and selective attention, and inattention behaviors among 62 first…
Descriptors: Attention Control, Elementary School Students, Class Activities, Classroom Environment
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Campeño-Martínez, Yoana; Santiago-Ramajo, Sandra; Navarro-Asencio, Enrique; Vergara-Moragues, Esperanza; Santiuste Bermejo, Victor – Mind, Brain, and Education, 2017
There has been increasing evidence in recent years of the need to adapt intervention programs to the specific needs of children with attention deficit hyperactivity disorder (ADHD). The main goal of this research work was to study the efficacy of an educational intervention program to improve attention and reflexivity in school children with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Elementary School Students, Children
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Mackey, Allyson P.; Park, Anne T.; Robinson, Sydney T.; Gabrieli, John D. E. – Mind, Brain, and Education, 2017
Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth-grade students at an experimental charter school were randomly…
Descriptors: Cognitive Ability, Cognitive Development, Grade 5, Charter Schools
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Pietsch, Stefanie; Böttcher, Caroline; Jansen, Petra – Mind, Brain, and Education, 2017
The long-term physical activity in specific sport activities can change the quality of mental rotation performance. This study investigates the influence of "Life Kinetik"--a motion program with tasks of cognition and motor coordination--on mental rotation performance of 44 primary school-aged children. While the experimental group…
Descriptors: Psychomotor Skills, Elementary School Students, Motion, Cognitive Processes
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Gnaedinger, Emily K.; Hund, Alycia M.; Hesson-McInnis, Matthew S. – Mind, Brain, and Education, 2016
The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy-five second- through fifth-grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card-sorting tasks to measure general and…
Descriptors: Elementary School Students, Reading Strategies, Reading Comprehension, Cognitive Processes
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Lyons, Ian M.; Ansari, Daniel – Mind, Brain, and Education, 2015
Recent work has demonstrated that how we process the relative order--ordinality--of numbers may be key to understanding how we represent numbers symbolically, and has proven to be a robust predictor of more sophisticated math skills in both children and adults. However, it remains unclear whether numerical ordinality is primarily a by-product of…
Descriptors: Number Concepts, Mathematics Skills, Mathematical Logic, Arithmetic
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Coch, Donna; Benoit, Clarisse – Mind, Brain, and Education, 2015
We investigated whether and how standardized behavioral measures of reading and electrophysiological measures of reading were related in 72 typically developing, late elementary school children. Behavioral measures included standardized tests of spelling, phonological processing, vocabulary, comprehension, naming speed, and memory.…
Descriptors: Elementary School Students, Standardized Tests, Reading Tests, Brain
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Nevo, Einat; Bar-Kochva, Irit – Mind, Brain, and Education, 2015
This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…
Descriptors: Short Term Memory, Reading Skills, Longitudinal Studies, Kindergarten
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Hardiman, Mariale; Rinne, Luke; Yarmolinskaya, Julia – Mind, Brain, and Education, 2014
Previous correlational and quasi-experimental studies of arts integration--the pedagogical practice of "teaching through the arts"--suggest its value for enhancing cognitive, academic, and social skills. This study reports the results of a small, preliminary classroom-based experiment that tested effects of arts integration on long-term…
Descriptors: Retention (Psychology), Course Content, Reading Achievement, Correlation
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Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca – Mind, Brain, and Education, 2013
Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…
Descriptors: Methods Courses, Mathematics Teachers, Teacher Educators, Research Utilization
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Gunderson, Elizabeth A.; Ramirez, Gerardo; Beilock, Sian L.; Levine, Susan C. – Mind, Brain, and Education, 2013
Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st-and 2nd-grade teachers' spatial anxiety…
Descriptors: Spatial Ability, Teacher Attitudes, Anxiety, Elementary School Teachers
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Bhide, Adeetee; Power, Alan; Goswami, Usha – Mind, Brain, and Education, 2013
There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical…
Descriptors: Music Activities, Reading Difficulties, Reading Skills, Intervention
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