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Articles 1 - 11 of 11
Full-Text Articles in Cognitive Psychology
The Phenomenon Of Abstract Cognition Among Scholastic Chess Participants: A Case Study, Brent C. Laws
The Phenomenon Of Abstract Cognition Among Scholastic Chess Participants: A Case Study, Brent C. Laws
Electronic Theses and Dissertations
A qualitative investigation was conducted to explore the phenomenon of abstract cognition among a purposive sample of 5 secondary scholastic chess club participants. The case study enabled the researcher to explore the faculties of abstract cognition among students of contrasting skills and abilities in playing chess. The study also allowed for the consideration of potential visual-spatial, logical, academic, social competency and life benefits of chess play. Through analysis of interviews, chess simulations, blindfold chess play, and narration of chess lines and sequences, the investigator was able to extract meaning and code schemata into a holistic understanding of the phenomenon of …
High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve
High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve
Journal of Pre-College Engineering Education Research (J-PEER)
The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to …
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Books and Monographs
This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.
Division I Collegiate Women Athletic Directors' Perceptions Of Sexism And Career Experiences, Ashley L. Kies
Division I Collegiate Women Athletic Directors' Perceptions Of Sexism And Career Experiences, Ashley L. Kies
Theses and Dissertations
This study investigated eight Division I (DI) collegiate women athletic directors' (ADs) career experiences and perceptions of sexism within their careers and athletics as a whole. Over the last century, women's sports have made great strides toward equality in athletics. Specifically, the last four decades have yielded notable progress including the amendment of Title IX in 1972, which allowed women and men equal access to federal funding for sports, as well as the creation of women's professional sports leagues, increased numbers of girls and women participating in athletics, increased numbers of women's collegiate teams, and increased rates of women employed …
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
UNLV Theses, Dissertations, Professional Papers, and Capstones
The social-cognitive model of motivation states that students adopt a theory of the nature of intelligence that guides their goals in academia and their responses to academic setbacks. Students who believe intelligence is an unchanging entity within them are more likely to adopt goals to display high ability, hide low ability, and respond helplessly to failed schoolwork. Conversely, a student who believes intelligence is a measure of effort and persistence will be motivated to gather knowledge and acquire new skills. The current study investigated the role theories of intelligence play in the field of mathematics understanding. In two experiments, participants …
An Evaluation Of Various Safmeds Procedures, Shawn Patrick Quigley
An Evaluation Of Various Safmeds Procedures, Shawn Patrick Quigley
Dissertations
Lindsley developed Say-All-Fast-Minute-Every-Day-Shuffled, or SAFMEDS, in the late 1970’s to enhance the typical use of flashcards (Graf & Auman, 2005). The acronym was developed specifically to guide the learner’s behavior when using flashcards. A review of SAFMEDS research indicates it has been utilized with children, college students and older adults with and without disabilities. The literature also indicates the SAFMEDS procedures used are not well documented or have multiple variations limiting practitioners’ ability to know what procedure to use and when. Furthermore, future SAFMEDS research is hampered by variations in the independent variable (i.e., SAFMEDS). The purpose of this study …
Cognitive Differences Between High And Low Responders Of A Tier Ii Reading Intervention, Jillian Cohen
Cognitive Differences Between High And Low Responders Of A Tier Ii Reading Intervention, Jillian Cohen
UNLV Theses, Dissertations, Professional Papers, and Capstones
This study evaluated a population of young students with potential reading disabilities who participated in a large western school district's Reading Skills Development project from October 2012 to May 2013. The following questions were addressed: Are there cognitive differences between students who respond well to an intense Tier II reading intervention and those who make little progress? If so, which cognitive skills best discriminate between high and low responders? De-identified data was collected from 171 struggling readers in 1st through 3rd grade who participated in the Reading Skills project. After controlling for English proficiency level, high and low responders were …
Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez
Learn 2 Learn: A Metacognitive Intervention For Middle School, Melva J. Lopez
Senior Theses and Projects
Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention into their social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner, Rakoczy, Otto, Dignath-van Ewijk, Büttner, & Klieme, 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group …
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Self-Regulated Learning Intervention: Teaching Metacognition To Enhance School Performance And Motivation Of Middle School Students, Taylor K. Godfrey
Senior Theses and Projects
Self-regulated learning is comprised of motivation, cognition, and metacognition. This study aimed to improve eighth grade social studies students’ self-regulated learning and academic performance through the implementation of an intervention in the social studies curriculum. The intervention centered on exposing students to the different dimensions of metacognition (i.e., comprehending and being able to control one’s own cognitive processes) based on research findings that showed a link between metacognition and academic performance (Dignath & Büttner, 2008; Kistner et al., 2010). The intervention was designed to foster the students’ knowledge and use of metacognitive strategies through group work and cognitive discussions based …
The Student Augustinian Values Institute: Assessing Its Impact Of Enhancing The Understanding And Experience Of The Augustinian Core Values Of Veritas, Unitas, And Caritas Upon Students In Augustinian Secondary Schools, Stephen M. Curry
Seton Hall University Dissertations and Theses (ETDs)
Educational leadership understands the importance of teaching values in its schools and incorporates this philosophy into the school’s symbolic and structural systems. Roman Catholic Church leaders have always endorsed the teaching of values in its schools and this position was sanctioned at its Second Vatican Council (Vatican Council II, 1962-65). One aspect of the Council emphasized the importance of Catholic education as an essential vehicle for proclaiming the Good News of Jesus Christ. Catholic schools founded and sponsored by religious communities were challenged to reappropriate their founders’ charisms in their educational ministries. The Order of St. Augustine is an example …
Supporting Toddlers’ Transfer Of Word Learning From Video, Gabrielle Strouse, Georgene Troseth
Supporting Toddlers’ Transfer Of Word Learning From Video, Gabrielle Strouse, Georgene Troseth
School of Education Faculty Publications
Young children frequently do not transfer information from video to real-world situations. We provided perceptual and conceptual supports to help children transfer a new word from video to physical objects and photos. An on-screen actress labeled one of two novel objects; then 24-month-olds were asked to identify the ‘modi.’ Children failed to demonstrate word learning after holding the objects while viewing (comparison condition). In a two-step transfer condition, children correctly identified the modi on a test video image but did not identify the real matching object. However, when parents pointed out that the real objects were “the …