Open Access. Powered by Scholars. Published by Universities.®
- Publication
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Education
Thinking About Thinking: Children’S Awareness And Development Of Metacognitive Emotion Regulation, Reilly Rowland
Thinking About Thinking: Children’S Awareness And Development Of Metacognitive Emotion Regulation, Reilly Rowland
UNLV Theses, Dissertations, Professional Papers, and Capstones
Metacognitive emotion regulation is a complex system of our underlying thinking that contributes to the emotions that we endure. By gaining an understanding of this concept, young children can learn various strategies, e.g. cognitive reappraisal, problem solving, and delayed gratification, to help alter their thoughts and/or goals to alleviate negative emotion. Thus, they are able to increase their confidence in their own metacognitive emotion regulation abilities and awareness. This study explored the awareness of young children and their metacognitive emotion regulation abilities, the strategies that young children take part in to try and control negative emotion, and the learning strategies …
A Chc Theoretical Approach To Examining Cognitive And Academic Deficits Among Students With Adhd Using A Three-Battery Approach, Jacqueline Scott Hart
A Chc Theoretical Approach To Examining Cognitive And Academic Deficits Among Students With Adhd Using A Three-Battery Approach, Jacqueline Scott Hart
UNLV Theses, Dissertations, Professional Papers, and Capstones
Current research into ADHD and Cattell-Horn-Carroll (CHC) factor scores has been examined (Rowland, 2013; Sjöwall, Roth, Lindqvist, & Thorell, 2013), but few studies have evaluated the discrepancies in CHC factor scores of students diagnosed with ADHD compared to healthy controls using the updated Woodcock-Johnson ® IV (WJ IV™) three-battery configuration. With little research on the WJ-IV three-battery configuration, this study expands on the limited research into the discrepancies among students with ADHD compared to healthy controls using CHC factor scores.
Subjects for this study were obtained from 12 schools in a large urban district in northwestern Arizona and standardization data …
The Effects Of Doodling On Recall Ability, Jason Bruce Boggs, Jillian Lane Cohen, Gwen C. Marchand
The Effects Of Doodling On Recall Ability, Jason Bruce Boggs, Jillian Lane Cohen, Gwen C. Marchand
Educational Psychology, Leadership, and Higher Education Faculty Research
Previous research has documented a positive effect of doodling on individuals’ ability to recall information. However, previous research is limited to structured doodling tasks, such as shading in basic shapes. The present study extends the extant research, and increases the external validity of the previous findings, by considering the effects of multiple forms of doodling on recall. In this experimental study, ninety-three undergraduate participants were randomly assigned to one of 4 conditions (control, structured doodling, unstructured doodling, or note-taking). Participants listened to a fictional dialogue between 2 friends discussing a recent earthquake and then completed a fill-in the blank quiz …
Factors Affecting Talent Development: Differences In Graduate Students Across Domains, Stephanie Hartzell
Factors Affecting Talent Development: Differences In Graduate Students Across Domains, Stephanie Hartzell
UNLV Theses, Dissertations, Professional Papers, and Capstones
There is an abundance of literature on young individuals who show early signs of talent and on older individuals who have demonstrated their abilities throughout the years. This research aims to look at those individuals who are in between, that is, graduate students who have the demonstrated potential to achieve within their fields of study. This study explored backgrounds of talented individuals in their adolescent period and their current measures of cognitive abilities. A total of 38 graduate students majoring in the areas of art (n= 12), science (n= 12), and education (n= 14) were used as examples of individuals …