| Title | Author | Year | Add to Folder |
| From deficient to different : how understanding executive function helps us to better support neurodiverse students.
| Popelier, Sarah | 2018 |
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Title: From deficient to different : how understanding executive function helps us to better support neurodiverse students.
Author(s): Popelier, Sarah |
Journal Details: Idiom v.54 n.2 p.10-12
Published: 2018
ISSN: 0046-8568
Abstract: Many students who are neurodiverse require additional support with their executive function, particularly in the English classroom. By selecting relevant modifications that provide appropriate support for these students, we can greatly improve their chance of academic success. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222043
Record No: 222043 From EdResearch online
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| Brain Training : a panacea for working memory difficulties?
| Roberts, Gehan | 2017 |
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Title: Brain Training : a panacea for working memory difficulties?
Author(s): Roberts, Gehan |
Journal Details: Professional Voice v.11 n.3 p.26-28
Published: Summer 2017
ISSN: 1445-4165
Abstract: 'Emily' (not her real name) is in Grade 3: her teacher is worried because she daydreams, has trouble following multi-step directions and is falling behind her peers in class. Emily is a bright and caring girl who is no trouble in class, is amazing at art and loves looking after her friends. However, she is starting to feel bad about her difficulty remembering what she is taught and some of her classmates have started teasing her about this- she comes to her teacher in tears, after a spelling test, saying she feels 'dumb'. Fast forward a few months...the educational psychologist has seen her and the report comes back with 'normal IQ but very low working memory'. At the next parent teacher meeting, her parents bring out a glossy brochure about Brain Training. Could this be the answer? The author discusses findings of a study into Cogmed, one of the best known computerised 'brain training' programs on the market. [Author abstract]
URL (open access) : https://www.aeuvic.asn.au/sites/default/files/PV_11_3_Complete_WEB.pdf
Record No: 216991 From EdResearch online
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| Using Mindfulness Techniques to Improve Student Wellbeing and Academic Performance for University Students : A Pilot Study.
| Goretzki, Monika
Zysk, Ania | 2017 |
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Title: Using Mindfulness Techniques to Improve Student Wellbeing and Academic Performance for University Students : A Pilot Study.
Author(s): Goretzki, Monika | Zysk, Ania |
Journal Details: JANZSSA v.49 n.1
Published: 2017
ISSN: 1320-2480
Abstract: This paper examines the effectiveness of a three week mindfulness group program as a tool for improving academic performance, managing study stress and improving overall well-being. A mindfulness based approach was chosen due to its effectiveness in reducing stress as well as improving psychological wellbeing and working memory in various groups of university students. Evaluations from students over a three year period have consistently reported improved life and study skills across a number of areas, including capacity to manage stress and to stay more present. They also reported increased focus and improved sleep. The outcomes demonstrate an effective and innovative way to support student learning and wellbeing as well as providing students with a non-threatening way to engage with the counselling service. [Author abstract]
URL (open access) : https://janzssa.scholasticahq.com/article/1336-using-mindfulness-techniques-to-improve-student-wellbeing-and-academic-performance-for-university-students-a-pilot-study
URL (conditional access) : http://library.acer.edu.au/document/?document_id=222022
Record No: 222022 From EdResearch online
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| Working Memory Interventions With Children : Classrooms or Computers?
| Colmar, Susan
Double, Kit | 2017 |
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Title: Working Memory Interventions With Children : Classrooms or Computers?
Author(s): Colmar, Susan | Double, Kit |
Journal Details: Journal of Psychologists and Counsellors in Schools v.27 n.2 p.264-277
Published: 2017
ISSN: 2055-6365
Abstract: The importance of working memory to classroom functioning and academic out- comes has led to the development of many interventions designed to enhance students' working memory. In this article we briefly review the evidence for the relative effectiveness of classroom and computerised working memory interventions in bringing about measurable and sustainable benefits to students' working memory, classroom engagement, and academic performance. Although there is considerable evidence that working memory is significantly linked to academic achievement, virtually no research has been undertaken within the classroom context, nor has the research had an intervention focus, nor has any research involved students themselves. Although there is a large amount of research on computerised working memory training programs, the evidence confirms that such programs rarely provide transferable or sustainable benefits to students' working memory, classroom functioning, or academic performance. Positive evidence is provided for one classroom intervention specifically designed for personal and independent use by students, with their teachers' support. Recommendations for classroom practice and directions for further research combining classrooms and computer interventions are discussed. [Author abstract]
URL (conditional access) : https://www.cambridge.org/core/services/aop-cambridge-core/content/view/15173624B0A526D40303572029FB9EB3/S2055636517000118a.pdf/working_memory_interventions_with_children_classrooms_or_computers.pdf
Record No: 217661 From EdResearch online
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| What's working memory got to do with it : A case study on teenagers.
| Price, Andrew
Oliver, Mary
McGrane, Joshua | 2015 |
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Title: What's working memory got to do with it : A case study on teenagers.
Author(s): Price, Andrew | Oliver, Mary | McGrane, Joshua |
Journal Details: Teaching Science v.61 n.2 p.26-32
Published: June 2015
ISSN: 1449-6313
Abstract: This paper presents the results of a small-scale study concerned with the development of working memory during adolescence. The working memory of adolescent students was examined with a novel method, electroencephalography, which allowed insight into the neurological development of the students. Results showed that: electroencephalography is a useful method for obtaining working memory data, that older adolescent students demonstrated higher levels of working memory than younger adolescent students, and that this is correlated with standardised working memory tests. The paper shows how research into working memory may help inform both students and teachers in schools. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=211663
Record No: 211663 From EdResearch online
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| Assessing what students know : effects of assessment type on spelling performance and relation to working memory.
| Calleia, Alysha M.
Howard, Steven J. | 2014 |
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Title: Assessing what students know : effects of assessment type on spelling performance and relation to working memory.
Author(s): Calleia, Alysha M. | Howard, Steven J. |
Journal Details: Journal of Student Engagement: Education Matters v.4 n.1 p.14-24
Published: 2014
ISSN: 1839-8340
Abstract: A central objective of educational assessment is to maximise the accuracy (validity) and consistency (reliability) of the methods used to assess students' competencies. Different tests, however, often employ different methods of assessing the same domain-specific skills (e.g., spelling). As a result, questions have arisen concerning the legitimacy of using these various modes interchangeably as a proxy for students' abilities. To investigate the merit of these contentions, this study examined university students' spelling performance across three commonly employed test modalities (i.e., dictation, error correction, proofreading). To further examine whether these test types vary in the cognitive load they place on test takers, correlations between working memory and spelling scores were also examined. Results indicated that the modes of assessment were not equivalent indices of individuals' orthographic knowledge. Specifically, performance in the dictation and error correction conditions were superior to that in the proofreading condition. Moreover, correlational analyses revealed that working memory accounted for significant variance in performance in the dictation and error correction conditions (but not in the proofreading condition). These findings suggest that not all standardised assessment methods accurately capture student competencies and that these domain-specific assessments should seek to minimise the domain-general cognitive demands placed on test takers. [Author abstract]
URL (open access) : http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1030&context=jseem
Record No: 204025 From EdResearch online
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| Cognitive and Linguistic Predictors of Basic Arithmetic Skills : Evidence from First-language and Second-language Learners.
| Kleemans, Tijs
Segers, Eliane
Verhoeven, Ludo | 2014 |
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Title: Cognitive and Linguistic Predictors of Basic Arithmetic Skills : Evidence from First-language and Second-language Learners.
Author(s): Kleemans, Tijs | Segers, Eliane | Verhoeven, Ludo |
Journal Details: International Journal of Disability, Development and Education v.61 n.3 p.306-316
Published: September 2014
ISSN: 1034-912X
Abstract: The present study investigated the role of both cognitive and linguistic predictors in basic arithmetic skills (i.e., addition and subtraction) in 69 first-language (L1) learners and 60 second-language (L2) learners from the second grade of primary schools in the Netherlands. All children were tested on non-verbal intelligence, working memory, phonological awareness, grammatical ability as well as basic arithmetic skills. The L2 learners scored lower than L1 learners on phonological awareness, grammatical ability, and basic arithmetic skills (i.e., addition and subtraction), but not on non-verbal intelligence and working memory. For both groups, the same precursors applied to the variation in basic arithmetic skills. In addition to non-verbal intelligence and working memory, both phonological awareness and grammatical ability predicted basic arithmetic skills, indicating that assessment of arithmetic problems in L1 learners and L2 learners should take into account the cognitive and linguistic abilities that children bring to the classroom. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2014.934017
Record No: 204262 From EdResearch online
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| Context, Task, and Reader Effects in Children's Incidental Word Learning from Text.
| de Leeuw, Linda
Segers, Eliane
Verhoeven, Ludo | 2014 |
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Title: Context, Task, and Reader Effects in Children's Incidental Word Learning from Text.
Author(s): de Leeuw, Linda | Segers, Eliane | Verhoeven, Ludo |
Journal Details: International Journal of Disability, Development and Education v.61 n.3 p.275-287
Published: September 2014
ISSN: 1034-912X
Abstract: Incidental word learning is influenced by context, task, and reader characteristics. The present study aimed to determine the contribution and interactions of these factors for fifth-grade students. The focus was on contextual differences: words' meanings are inferred from local or global contexts. This effect was tested as a function of task: gap filling, inference questions, and summary writing in comparison with the single reading of the text. Regarding the reader, the contribution of general vocabulary knowledge and working memory was determined. The results showed that words are better learned in local than global contexts, and that the higher-level tasks (inference questions and summary writing) enhanced word learning beyond the single reading of the text, whereas gap filling did not. General vocabulary knowledge was related to overall incidental word learning from text, whereas working memory contributed to vocabulary gain from answering inference questions. One can conclude that incidental word learning from text is optimal in local contexts, when doing higher-level tasks and when general vocabulary is high. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2014.934010
Record No: 204260 From EdResearch online
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| How do I maximise student memory in my classroom?
| Chinner, Kate
Pegg, John | 2014 |
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Title: How do I maximise student memory in my classroom?
Author(s): Chinner, Kate | Pegg, John |
Journal Details: Teacher Learning Network v.21 n.3 p.26-27
Published: Spring 2014
ISSN: 1444-1284
Abstract: 'For optimal learning to occur, the teaching agenda should represent the reality of working memory and neural functioning. This means it is important for teachers to understand the implications of automaticity, a special kind of rehearsal referred to as deliberate practice, and the valuing of errors and the use of these errors as a source of building expertise' (Pegg 2013). The author discusses our understanding of working memory and reflects on how teachers might apply this knowledge in the classroom. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=211946
Record No: 211946 From EdResearch online
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| Working memory in adolescent males with Down syndrome and males with autism and intellectual disability : Implications for the classroom.
| Trezise, Kim L.
Gray, Kylie M.
Taffe, John
Sheppard, Dianne M. | 2014 |
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Title: Working memory in adolescent males with Down syndrome and males with autism and intellectual disability : Implications for the classroom.
Author(s): Trezise, Kim L. | Gray, Kylie M. | Taffe, John | Sheppard, Dianne M. |
Journal Details: Journal of Intellectual and Developmental Disability v.39 n.1 p.24-34
Published: March 2014
ISSN: 1366-8250
Abstract: To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required. Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory). The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found. Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.3109/13668250.2013.874550
Record No: 220046 From EdResearch online
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| Working memory, test anxiety and effective interventions : a review.
| Mowbray, Tony | 2012 |
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Title: Working memory, test anxiety and effective interventions : a review.
Author(s): Mowbray, Tony |
Journal Details: Australian Educational and Developmental Psychologist v.29 n.2 p.141-156
Published: December 2012
ISSN: 0816-5122
Abstract: Test anxiety (TA) affects exam performance and has been found to be composed of a cognitive (worry) and emotional component. The cognitive component has been implicated in the performance decrements seen in individuals with high TA; however, interventions involving cognitive therapies have provided mixed and limited outcomes with regard to improvement in performance. This article explores TA in relation to attentional control theory, which provides a framework for the impact of anxiety on working memory and cognitive performance. Possible interventions for the treatment of TA guided by attentional control theory are then discussed along with the need for further research to explore the efficacy of these interventions established. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/edp.2012.16
Record No: 194888 From EdResearch online
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| Change your mind.
| Scott, Catherine | 2011 |
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Title: Change your mind.
Author(s): Scott, Catherine |
Journal Details: Teacher n.221 p.20-21
Published: May 2011
ISSN: 1449-9274
Abstract: Recent research evidence suggests that intelligence is not a fixed thing but can be influenced by experience and learning. Everyone, from any ability range or age group, can improve levels of cognitive ability, that is increase their capacity to learn, not just how much they learn. The key is the link between intelligence and what is known as working memory. There are five keys to improving the mind's capacity: seek novelty; challenge yourself; think creatively; do things the hard way; and network.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=187102
Record No: 187102 From EdResearch online
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| Cognitive and emotional factors in children with mathematical learning disabilities.
| Passolunghi, Maria Chiara | 2011 |
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Title: Cognitive and emotional factors in children with mathematical learning disabilities.
Author(s): Passolunghi, Maria Chiara |
Journal Details: International Journal of Disability, Development and Education v.58 n.1 p.61-73
Published: March 2011
ISSN: 1034-912X
Abstract: Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed in the two groups. The results corroborated the hypothesis that children with MLD are impaired in working memory capacity, inhibitory ability, and speed of processing. However, no impairment was found in short-term memory tasks requiring passive storage of verbal and numerical information. Moreover, while the children with MLD showed higher levels of anxiety in mathematics, their anxiety levels in other school subjects were similar to those of normal achievers. Implications for identifying underlying emotional and cognitive deficits in children with MLD are discussed, along with possible approaches to treatment. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2011.547351
Record No: 186593 From EdResearch online
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| Cross-linguistic differences in digit memory span.
| Chan, MeowLan E.
Elliott, John M. | 2011 |
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Title: Cross-linguistic differences in digit memory span.
Author(s): Chan, MeowLan E. | Elliott, John M. |
Journal Details: Australian Psychologist v.46 n.1 p.25-30
Published: March 2011
ISSN: 0005-0067
Abstract: This study investigated whether the better performance of the Chinese in digit memory span tasks was due only to the shorter pronunciation duration of Chinese digit names, or to enhanced visuospatial sketchpad abilities, or to both. Results of the experiment showed that the Chinese outperformed their Malay counterparts in digit memory span tasks because Chinese digit names had shorter pronunciation durations than Malay digit names and not because the Chinese had better visuospatial sketchpad abilities than the Malays. The results thus support Baddeley's phonological loop hypothesis as an account for cross-linguistic differences in digit memory spans. Because memory traces are subject to decay and the phonological store is temporally limited, the shorter the pronunciation duration of digit names in a language, the more digits one can rehearse within a limited time period, and therefore the larger is one's short-term digit span in that language. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1111/j.1742-9544.2010.00007.x
Record No: 201597 From EdResearch online
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| Working memory in children with learning disabilities : rethinking the criterion of discrepancy.
| Maehler, Claudia
Schuchardt, Kirsten | 2011 |
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Title: Working memory in children with learning disabilities : rethinking the criterion of discrepancy.
Author(s): Maehler, Claudia | Schuchardt, Kirsten |
Journal Details: International Journal of Disability, Development and Education v.58 n.1 p.5-17
Published: March 2011
ISSN: 1034-912X
Abstract: The criterion of discrepancy is used to distinguish children with learning disorders from children with intellectual disabilities. The justification of the criterion of discrepancy for the diagnosis of learning disorders relies on the conviction of fundamental differences between children with learning difficulties with versus without discrepancy to intelligence. But the open question is whether these two groups are really characterised by different cognitive functioning. This question was examined in three studies in which several functions of working memory according to Baddeley were explored. A working memory battery with tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to children with learning disabilities (dyslexia or dyscalculia or mixed disorders of scholastic skills) and normal IQ, to children with the same problems but lower IQ, and to control groups of children with regular school achievement and normal IQ. Results reveal specific deficits in working memory in the groups with learning disabilities compared with the control groups. However, there were no differences between the disabled groups with normal versus lower intelligence. These findings do not support the notion of discrepant cognitive functioning due to differences in intelligence of the groups, and therefore lead to doubts about the validity of the criterion of discrepancy. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/1034912X.2011.547335
Record No: 186595 From EdResearch online
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| Developing reading comprehension : combining visual and verbal cognitive processes.
| Woolley, Gary | 2010 |
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Title: Developing reading comprehension : combining visual and verbal cognitive processes.
Author(s): Woolley, Gary |
Journal Details: Australian Journal of Language and Literacy v.33 n.2 p.108-125
Published: June 2010
ISSN: 1038-1562
Abstract: When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=182778
Record No: 182778 From EdResearch online
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| Geography teaching : sharing the expertise.
| Purnell, Ken | 2010 |
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Title: Geography teaching : sharing the expertise.
Author(s): Purnell, Ken |
Journal Details: Geographical Education v.23 p.41-46
Published: 2010
ISSN: 0085-0969
Abstract: Geography will be a compulsory school subject in Australian schools in the near future. The national curriculum in geography is scheduled for release in September 2011. Many teachers in Australia will soon be teaching geography as a subject for the first time. Supporting teachers to develop expertise in teaching geography will require professional learning opportunities associated with specific discipline knowledge and pedagogical practices such as geographical inquiry and fieldwork. This paper identifies ways of sharing expertise in geography teaching that include use of the Australian GEOGstandards resources to inform professional learning, geography professional association activities, and professional substantive conversations about experiences in teaching of geography. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=186172
Record No: 186172 From EdResearch online
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| Managing cognitive load in the mathematics classroom.
| Chinnappan, Mohan
Chandler, Paul | 2010 |
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Title: Managing cognitive load in the mathematics classroom.
Author(s): Chinnappan, Mohan | Chandler, Paul |
Journal Details: Australian Mathematics Teacher v.66 n.1 p.5-11
Published: 2010
ISSN: 0045-0685
Abstract: Contemporary debates on effective pedagogies for K-12 mathematics have called for shifts in the way teachers and teacher educators conceptualise mathematics as a subject and how it should be taught. This is reflected by changes in the curriculum including the inclusion of a strand called Working Mathematically within K-12 mathematics curriculum documents not only in New South Wales but also across Australia. This strand brings focus to mental processes that underpin students' ability to acquire mathematical principles, concepts, and conventions, and the use of this knowledge in the solution of problems. The focus on cognitive processes that support mathematical learning and problem solving is a welcome change. However, there is a paucity of information about the nature of links that need to be made between process and mathematics content, and how students might be assisted to construct the links. In this paper, the authors outline results of research about cognitive load that is associated with mental processes, the management of this load so that students can be better supported in the construction of connected mathematical information, and the interpretation of that information in making sense of worked examples. They show that worked examples can be effective in promoting useful and powerful mathematics schemas. [Author abstract]
URL (open access) : http://files.eric.ed.gov/fulltext/EJ885902.pdf
URL (conditional access) : http://library.acer.edu.au/document/?document_id=182360
Record No: 182360 From EdResearch online
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| A mind is a terrible thing to waste : enhancing student learning through a focus on cognitive architecture.
| Ginns, Paul | 2010 |
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Title: A mind is a terrible thing to waste : enhancing student learning through a focus on cognitive architecture.
Author(s): Ginns, Paul |
Journal Details: Synergy n.30 p.28-32
Published: July 2010
ISSN: 1325-9881
Abstract: In this review the author discusses educational research which foregrounds the human cognitive architecture - the structure and processes of the learning mind. The author introduces a model of the human cognitive structure, including its key structure and processes. Two influential contemporary theories of learning will then be introduced, along with suggestions for using these theories in university teaching. Finally a discussion on which concerns the learner's regulation of their own learning and their cognitive environment. [Author abstract, ed]
URL (open access) : http://www.itl.usyd.edu.au/synergy/30/index.html?pageNumber=28
http://www.itl.usyd.edu.au/synergy/synergy30.pdf#page=28
Record No: 184342 From EdResearch online
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| Information-processing and perceptions of control : how attribution style affects task-relevant processing.
| Yeigh, T. | 2007 |
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Title: Information-processing and perceptions of control : how attribution style affects task-relevant processing.
Author(s): Yeigh, T. |
Journal Details: Australian Journal of Educational and Developmental Psychology v.7 p.120-138
Published: 2007
ISSN: 1446-5442
Abstract: This study investigated the effects of perceived controllability on information processing within Weiner's attributional model of learning. Attributional style was used to identify trait patterns of controllability for 37 university students. Task-relevant feedback on an information-processing task was then manipulated to test for differences in working memory function between participants with high versus low levels of trait controllability. Processing efficiency occurred differently for hi-trait and lo-trait types. Results supported the hypothesis that trait controllability exerts a moderating effect on the way task-relevant feedback is processed. A selective encoding of information was evident, involving processing limitations inherent to the working memory system. These findings mark an important consideration for the way in which information is presented during the learning process. [Author abstract]
URL (open access) : http://www.newcastle.edu.au/__data/assets/pdf_file/0011/100370/v7-yeigh.pdf
Record No: 167051 From EdResearch online
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| Phonological working memory of children in two German special schools.
| Hasselhorn, M.
Mahler, C. | 2007 |
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Title: Phonological working memory of children in two German special schools.
Author(s): Hasselhorn, M. | Mahler, C. |
Journal Details: International Journal of Disability, Development and Education v.54 n.2 p.225-244
Published: June 2007
ISSN: 1034-912X
Abstract: In two studies, 10-year-olds from 2 German special schools as well as typically developing children of the same chronological age (CA controls) or the same mental age (MA controls) were compared on several aspects of working memory functions (i.e., size and input quality of the phonological store, speed and automatic activation of the subvocal rehearsal process). Results reveal that the children from the special schools reached the MA control but not the CA control children's level of non-word repetition and also showed a statistically significant phonological similarity effect on memory span. These results were interpreted as evidence for a developmental lag in the functioning of the phonological store in these children. With regard to the subvocal rehearsal process, the results were mixed. While the children in the special schools outperformed the MA controls in speech rate, it was found that, in contrast to both control groups, they did not show any word-length effect on memory span. This finding might be interpreted as evidence for a structural deficit impeding the automatic activation of the subvocal rehearsal process. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/10349120701330545
Record No: 159662 From EdResearch online
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| Strategies employed by upper secondary students for overcoming or exploiting conditions affecting accessibility of applications tasks.
| Stillman, G. | 2004 |
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Title: Strategies employed by upper secondary students for overcoming or exploiting conditions affecting accessibility of applications tasks.
Author(s): Stillman, G. |
Journal Details: Mathematics Education Research Journal v.16 n.1 p.41-71
Published: June 2004
ISSN: 1033-2170
Abstract: A cognitive/metacognitive framework is presented for analysing applications tasks and responses to these. Conditions facilitating or impeding access to such tasks at the upper secondary level were identified using qualitative data analysis techniques within this framework. Strategies employed in exploiting, or overcoming these conditions were identified. A well-developed repertoire of cognitive and metacognitive strategies together with a rich store of mathematical knowledge, real-world knowledge and experiences, and comprehension skills facilitated access. This was enhanced by metacognitive knowledge encouraging student engagement with the task and by students imagining they were in the task situation. Once moderate skill had been achieved in accessing these applications, coordination and integration of multiple representations, further cues, and mathematical processes and procedures became critical. [Author abstract]
URL (archived) : http://web.archive.org/web/1000/http://www.merga.net.au/documents/MERJ_16_1_Stillman.pdf
URL (conditional access) : http://dx.doi.org/10.1007/BF03217390
Record No: 137677 From EdResearch online
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| Controllability, information processing, and learning motivation : moderation of working memory by perceptions of control.
| Yeigh, D. A. | 2002 |
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Title: Controllability, information processing, and learning motivation : moderation of working memory by perceptions of control.
Author(s): Yeigh, D. A. |
Journal Details: Australian Educational and Developmental Psychologist v.19 n.1 p.66-87
Published: 2002
ISSN: 0816-5122
Abstract: This study investigated the effects of perceived controllability on information processing within the attributional model of learning. Attributional style was used to identify trait patterns of controllability for 37 university students. Task-relevant feedback was then manipulated to test for differences in working memory function between participants with high versus low levels of trait controllability. Trait controllability occurred differently for hi-trait and lo-trait types. Results supported the hypothesis that it exerts a moderating effect of the way task-relevant feedback is processed. This selective encoding of information appeared to involve limitations inherent to the working memory system that affect processing efficiency, marking an important consideration for the way in which information is presented during the learning process. [Author abstract, ed]
URL (conditional access) : http://dx.doi.org/10.1017/S0816512200028534
Record No: 127839 From EdResearch online
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| Working memory and children's developing understanding of mind.
| Keenan, T.
Olson, D. R.
Marini, Z. | 1998 |
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Title: Working memory and children's developing understanding of mind.
Author(s): Keenan, T. | Olson, D. R. | Marini, Z. |
Journal Details: Australian Journal of Psychology v.50 n.2 p.76-82
Published: August 1998
ISSN: 0004-9530
Abstract: Recent work on the mechanisms underlying children's developing theories of mind have identified information- processing capacity as a factor that contributes to children's developing understanding of false belief. One hundred children 3 to 5 years of age were given a set of false belief tasks and a measure of working memory. A major goal of the study was to replicate the findings of Davis and Pratt using a wider set of false belief tasks and a different measure of working memory. The present study tested the hypothesis that working memory would predict children's performance on the false belief tasks. A hierarchical regression analysis showed that, when the effects of age were controlled for, working memory accounted for 7.4 per cent of the variance in children's false belief scores. The findings support those of Davis and Pratt, and extend them through the use of another measure of working memory. It is concluded that, while the findings indicate a role for working memory in the development of false belief understanding, it is the case the working memory is only one of a number of factors that underlie the development of children's theories of mind.
URL (conditional access) : http://dx.doi.org/10.1080/00049539808257537
Record No: 97281 From EdResearch online
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