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- Academic performance (1)
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- And Head Start (1)
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Articles 1 - 10 of 10
Full-Text Articles in Experimental Analysis of Behavior
Preschool Self-Regulation: A Predictor Of School Readiness, Romin Emmanuel Geiger
Preschool Self-Regulation: A Predictor Of School Readiness, Romin Emmanuel Geiger
Masters Theses & Specialist Projects
Substantial evidence from previous research has supported the idea that greater self-regulation in the form of “cool” self-regulation or executive functioning and “hot” self-regulation or effortful control is associated with higher academic achievement within the preschool years and school readiness in the kindergarten years (Anaya, 2016; Carlson, 2005). However, there are only a few studies that assess the prediction of school readiness through validated cool and hot self-regulation tasks (Carlson, 2005; Krain, Wilson, Arbuckle, Kastellanos, & Wilham, 2006; Rothbart, Ellis, Rueda, & Posner, 2003; Thompson & Giedd, 2000). There also few studies examining to what extent cool and hot-self-regulation tasks …
The Impact Of Musical Components On Retrieval Performance, Adkins Franklin Dane
The Impact Of Musical Components On Retrieval Performance, Adkins Franklin Dane
Masters Theses & Specialist Projects
Many students claim that they can study well while listening to music (Anderson & Fuller, 2010; Patton, Stinard, & Routh, 1983), but how does listening to music affect students’ ability to encode and recall studied information? Previous research on background music and attention has revealed mixed results, with some studies indicating that background music can help reduce inattentional blindness (Beanland, Allen, & Pammer, 2011), while others suggest that music may hinder the attention of the listener (by Shih, Huang, & Chaing, 2012). Additionally, individual differences in working memory capacity impact one’s ability to store and retrieve information, as well as …
Self-Regulation In Preschoolers: Validity Of Hot And Cool Tasks As Predictive Measures Of Academic And Socio-Emotional Aspects Of School Readiness, Berenice Anaya
Masters Theses & Specialist Projects
Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia …
Effects Of Age, Task Type, And Information Load On Discrimination Learning, Morgan E. Brown
Effects Of Age, Task Type, And Information Load On Discrimination Learning, Morgan E. Brown
Masters Theses & Specialist Projects
The feature positive effect (FPE) is a phenomenon in discrimination learning by which learning occurs more quickly when the presence (Feature positive; FP), rather than absence (Feature negative; FN) of a stimulus indicates a response should be made. Although the FPE has been extensively corroborated, a reversal, or feature negative effect (FNE), has been found when a target stimulus comes from a smaller set of stimuli (Fiedler, Eckert, & Poysiak, 1988). Age differences in FP and FN learning indicate that older adults perform more poorly than young adults on both FP and FN tasks, and are likely related to decline …
Optimal Motivation And Cognitive Load For Enhanced Math Performance, Manooch S. Saeedi
Optimal Motivation And Cognitive Load For Enhanced Math Performance, Manooch S. Saeedi
Masters Theses & Specialist Projects
Educational research has a long history of investigating factors that are linked to improved academic performance. Here I examined research on three factors that impact academic performance—working memory (WM), cognitive load, and motivation. Although each of these factors were known to impact academic performance, there were no studies that examined the combined effect of these three factors on performance. The current study attempted to examine the potential connections between these factors, and their collective impact on strategies for learning in the context of math performance. Experiment 1 tested the impact of WM, cognitive load, and motivation for a math task …
The Effects Of Aging On Associative Learning And Memory Retrieval In Causal Judgment, Jessica Parks Arnold
The Effects Of Aging On Associative Learning And Memory Retrieval In Causal Judgment, Jessica Parks Arnold
Masters Theses & Specialist Projects
Research has shown that detecting and judging causal relationships requires associative learning and memory. Retrospective revaluation of causal cues requires associative memory (Aitken, Larkin, & Dickinson, 2001) to bind multiple cues together and use these associations to retrieve unseen cues for revaluation of their associative value. The difficulty that older adults experience with respect to retrospective revaluation could occur because of their deficit in associative binding and retrieval (Mutter, Atchley, & Plumlee, 2012). Like retrospective revaluation, blocking requires cue – outcome associative learning, but unlike retrospective revaluation, blocking does not require binding two cues together nor does it require using …
The Effect Of Forewarning On Suggestibility: Does It Depend On Working Memory Capacity?, William Barrett Corley
The Effect Of Forewarning On Suggestibility: Does It Depend On Working Memory Capacity?, William Barrett Corley
Masters Theses & Specialist Projects
Suggestibility occurs when inaccurate information is incorporated into currently existing memories. The present study examined the effect of forewarning on suggestibility, including the influence of working memory capacity (WMC). The main hypotheses are that forewarnings will reduce suggestibility compared to the control group and that high-WMC will yield lower suggestibility compared to medium- and low-WMC. The final hypothesis is that WMC and forewarning will interact such that low-WMC individuals will benefit more than high-WMC individuals from the forewarning. A sample of 123 college students was recruited. Participants watched a clip of the TV-show 24. WMC was then assessed followed by …
[Sabbatical Report], Steven Haggbloom
[Sabbatical Report], Steven Haggbloom
Sabbatical Reports
The purpose of my sabbatical leave was to develop an independent research program I could implement upon returning to full-time faculty status beginning in the fall 2014 semester after a nearly 12-year term as department head. My intent was to develop a research program that would utilize the University's recently acquired EEG/ERP equipment to explore neural correlates of reward based and error driven learning.
The Effects Of Time-Compression On Recall Utilizing A Videotape Presentation, William Edmiston Jr.
The Effects Of Time-Compression On Recall Utilizing A Videotape Presentation, William Edmiston Jr.
Masters Theses & Specialist Projects
Three population samples of college students were found to be similar on two stratifying variables, general intelligence and knowledge of conditioning principles, before viewing a time-compressed or non-compressed videotape presentation. The amount of unprompted information recalled did not differ significantly between the time-compressed and non-compressed treatment conditions. Additionally, neither treatment condition differed significantly on a multiple-choice posttest, although both groups did differ significantly from a control group that did not view the videotape. No significant difference was found between the time-compressed and non-compressed groups on their ratings of Quality of Narrator, Interest Level of Topic, and Overall Quality of Videotape …
The Role Of Extraversion & Intraversion On The Performance Of An Abstract Reasoning Task, Clarkie Farley
The Role Of Extraversion & Intraversion On The Performance Of An Abstract Reasoning Task, Clarkie Farley
Masters Theses & Specialist Projects
This research compares the performance of a group of extraverts to a group of intraverts on a cognitive reasoning task. According to the theory of Hans J. Eysenck, one would expect that the intraverts would perform better than the extraverts on a task of massed reasoning. On the basis of scores on the Eysenck Personality Inventory and the Otis Lennon Mental Ability Test, a sample of 72 Ss were drawn from two undergraduate classes, Principles of Applied Learning and Human Development, at Western Kentucky University. Only Ss with extreme scores on the Extraversion scale E were selected, with each extravert …