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Social and Behavioral Sciences Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
Cognitive Bias And Adolescent Risk-Taking, Mayuko Nakamura
Cognitive Bias And Adolescent Risk-Taking, Mayuko Nakamura
Theses and Dissertations
Although the framing effect (i.e., the tendency of people to react differently to a particular choice depending on whether the choice is presented as a loss or as a gain) is a well-established cognitive bias among the adult population, there have been a limited number of studies with adolescent samples. In the current study, adolescents (14-18) and adults (18-26) will be asked to make choices in several decision problems including the classic Asian Disease Problem (Tversky & Kahneman, 1981) and modified “adolescent-relevant” versions that are applicable to the real-world experiences of adolescents. Individual difference measures, such as Individuals’ thinking-style (i.e., …
Reading-Specific Flexibility Moderates The Relation Between Reading Strategy Use And Reading Comprehension During The Elementary Years, Emily K. Gnaedinger, Alycia M. Hund, Matthew S. Hesson-Mcinnis
Reading-Specific Flexibility Moderates The Relation Between Reading Strategy Use And Reading Comprehension During The Elementary Years, Emily K. Gnaedinger, Alycia M. Hund, Matthew S. Hesson-Mcinnis
Faculty Publications – Psychology
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 reading-specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading-specific flexibility. Importantly, reading-specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading-specific flexibility …
Executive Functioning Predicts Reading, Mathematics, And Theory Of Mind During The Elementary Years., Rachelle H. Cantin, Emily K. Gnaedinger, Kristin C. Gallaway, Matthew S. Hesson-Mcinnis, Alycia M. Hund
Executive Functioning Predicts Reading, Mathematics, And Theory Of Mind During The Elementary Years., Rachelle H. Cantin, Emily K. Gnaedinger, Kristin C. Gallaway, Matthew S. Hesson-Mcinnis, Alycia M. Hund
Faculty Publications – Psychology
The goal of this study was to specify how executive functioning components predict reading, mathematics, and theory of mind performance during the elementary years. Ninety-three 7- to 10-year-old children completed measures of working memory, inhibition, flexibility, reading, mathematics, and theory of mind. Path analysis revealed that all three executive functioning components (working memory, inhibition, and flexibility) mediated age differences in reading comprehension, whereas age predicted mathematics and theory of mind directly. In addition, reading mediated the influence of executive functioning components on mathematics and theory of mind, except that flexibility also predicted mathematics directly. These findings provide important details about …
Reading-Specific Flexibility Moderates The Relation Between Reading Strategy Use And Reading Comprehension During The Elementary Years, Emily K. Gnaedinger, Alycia M. Hund, Matthew S. Hesson-Mcinnis
Reading-Specific Flexibility Moderates The Relation Between Reading Strategy Use And Reading Comprehension During The Elementary Years, Emily K. Gnaedinger, Alycia M. Hund, Matthew S. Hesson-Mcinnis
Faculty Publications – Psychology
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 reading-specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading-specific flexibility. Importantly, reading-specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading-specific flexibility …