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Showing 61 to 75 of 303 results Save | Export
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Kuppen, Sarah E. A.; Bourke, Emilie – Mind, Brain, and Education, 2017
This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5-6-year-olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98,…
Descriptors: Phonological Awareness, Emergent Literacy, Literacy Education, Grade 1
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Stafford-Brizard, K. Brooke; Cantor, Pamela; Rose, L. Todd – Mind, Brain, and Education, 2017
Mind, brain, and education is a field developed with two key purposes: (1) to accelerate the knowledge developed through research by using an interdisciplinary approach, and (2) to create a bridge to connect and apply this knowledge to educational practice. While great progress has been made with regard to the interdisciplinary efforts of mind,…
Descriptors: Research and Development, Theory Practice Relationship, Interdisciplinary Approach, Educational Practices
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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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Willingham, Daniel T. – Mind, Brain, and Education, 2017
Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…
Descriptors: Teacher Education Programs, Psychology, Teaching Methods, Preservice Teacher Education
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Ergas, Oren; Berkovich-Ohana, Aviva – Mind, Brain, and Education, 2017
Since the turn of the millennium, there has been a surge of interest in diverse forms of spontaneous thinking, such as mind-wandering, and their associated brain networks. Studies demonstrate the pervasiveness of these phenomena as well as their effects on education-relevant domains such as academic skills, well-being, creativity, executive…
Descriptors: Cognitive Processes, Executive Function, Neurology, Phenomenology
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Batini, Federico; Bartolucci, Marco; De Carlo, Ermelinda – Mind, Brain, and Education, 2017
Dropping out of school can involve several internal and external factors. Regarding internal factors, learning difficulties and the experience of failure could trigger the withdrawal of commitment, rejection of and resistance to school, as well as a general perception of inadequacy. Here, we show the results of a series of interventions…
Descriptors: Intervention, Dropout Prevention, Cognitive Processes, Learning Processes
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Hassevoort, Kelsey M.; Khan, Naiman A.; Hillman, Charles H.; Cohen, Neal J. – Mind, Brain, and Education, 2016
There has been an increasing body of evidence that a variety of factors, including physical activity, nutrition, and body composition, have a relationship with brain structure and function in school-aged children. Within the brain, the hippocampus is particularly sensitive to modulation by these lifestyle factors. This brain structure is known to…
Descriptors: Health Behavior, Brain, Memory, Academic Achievement
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Shing, Yee Lee; Brod, Garvin – Mind, Brain, and Education, 2016
The encoding, consolidation, and retrieval of events and facts form the basis for acquiring new skills and knowledge. Prior knowledge can enhance those memory processes considerably and thus foster knowledge acquisition. But prior knowledge can also hinder knowledge acquisition, in particular when the to-be-learned information is inconsistent with…
Descriptors: Prior Learning, Memory, Brain Hemisphere Functions, Diagnostic Tests
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Wenger, Elisabeth; Lövdén, Martin – Mind, Brain, and Education, 2016
The hippocampal formation of the brain plays a crucial role in declarative learning and memory while at the same time being particularly susceptible to environmental influences. Education requires a well-functioning hippocampus, but may also influence the development of this brain structure. Understanding these bidirectional influences may have…
Descriptors: Brain, Memory, Environmental Influences, Age Differences
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Markant, Douglas B.; Ruggeri, Azzurra; Gureckis, Todd M.; Xu, Fei – Mind, Brain, and Education, 2016
Despite widespread consensus among educators that "active learning" leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article, we review research showing that the opportunity to control the information experienced while learning leads to improved memory…
Descriptors: Active Learning, Learning Processes, Outcomes of Education, Teaching Methods
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Prabhakar, Janani; Coughlin, Christine; Ghetti, Simona – Mind, Brain, and Education, 2016
Episodic prospection is the ability to mentally simulate personal future events that are rich in contextual detail and plausible for the individual. It therefore incorporates episodic information (who, what, where, and when of a particular event), as well as details about one's self (e.g., knowledge, goals, motivations and desires). The ability to…
Descriptors: Academic Achievement, Cognitive Development, Neurological Organization, Memory
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Mota, Natália Bezerra; Weissheimer, Janaína; Madruga, Beatriz; Adamy, Nery; Bunge, Silvia A.; Copelli, Mauro; Ribeiro, Sidarta – Mind, Brain, and Education, 2016
To explore the relationship between memory and early school performance, we used graph theory to investigate memory reports from 76 children aged 6-8 years. The reports comprised autobiographical memories of events days to years past, and memories of novel images reported immediately after encoding. We also measured intelligence quotient (IQ) and…
Descriptors: Memory, Reading Ability, Young Children, Intelligence Quotient
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Scrimin, Sara; Altoè, Gianmarco; Moscardino, Ughetta; Pastore, Massimiliano; Mason, Lucia – Mind, Brain, and Education, 2016
Factors related to grade point average (GPA) are of great importance for students' success. Yet, little is known about the impact of individual differences in emotional reactivity on students' academic performance. We aimed to examine the emotional reactivity-GPA link and to assess whether self-esteem and psychological distress moderate this…
Descriptors: Individual Differences, Emotional Response, Academic Achievement, Psychophysiology
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Borst, G.; Cachia, A.; Tissier, C.; Ahr, E.; Simon, G.; Houdé, O. – Mind, Brain, and Education, 2016
Reading relies on a left-lateralized network of brain areas that include the pre-lexical processing regions of the ventral stream. Specifically, a region in the left lateral occipitotemporal sulcus (OTS) is consistently more activated for visual presentations of words than for other categories of stimuli. This region undergoes dramatic changes at…
Descriptors: Reading Skills, Brain Hemisphere Functions, Visual Stimuli, Diagnostic Tests
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Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell – Mind, Brain, and Education, 2016
Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…
Descriptors: Psychology, Learning Processes, Educational Principles, Educational Practices
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