The Effects of Notetaking Modality and Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) on Learning [0.03%]
记笔记的方式及注意缺陷多动障碍（ADHD）症状对学习的影响
Gabrielle A Shimko,Karin H James
Gabrielle A Shimko
College students with attention/deficit-hyperactivity disorder (ADHD) exhibit difficulty in lecture notetaking, which may exacerbate persistent academic difficulties. Higher ADHD symptoms are related to slower handwriting speed (HWS), poten...
Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics [0.03%]
分组讨论和测验增强学习：个人学习成果与性格特征的关系
Tova Stenlund,Fredrik U Jönsson,Bert Jonsson
Tova Stenlund
This paper focuses on the factors that are likely to play a role in individual learning outcomes from group discussions, and it includes a comparison featuring test-enhanced learning. A between-groups design (N = 98) was used to examine the...
Emotional development among early school-age children: gender differences in the role of problem behaviours [0.03%]
学龄前儿童的情绪发展：问题行为在性别差异中的作用
Lisa K Maguire,Ulrike Niens,Mark McCann et al.
Lisa K Maguire et al.
There has been an increasing focus on social and emotional development in educational programmes in early childhood as both variables are believed to influence behavioural outcomes in the classroom. However, relationships between social and...
Effects of reading picture books on kindergartners' mathematics performance [0.03%]
图画书对幼儿园儿童数学成绩的影响
Marja van den Heuvel-Panhuizen,Iliada Elia,Alexander Robitzsch
Marja van den Heuvel-Panhuizen
This article describes a field experiment with a pretest-posttest control group design which investigated the potential of reading picture books to children for supporting their mathematical understanding. The study involved 384 children fr...
Joni Holmes,Susan Elizabeth Gathercole
Joni Holmes
Working memory skills have been shown to be enhanced by adaptive training in several randomised controlled trials. Here, two field trials were conducted in which teachers administered working memory training to their own pupils in school. T...
Effects of an emotional literacy intervention for students identified with bullying behaviour [0.03%]
针对欺凌行为学生的社交情绪干预效果研究
Claire Knowler,Norah Frederickson
Claire Knowler
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying b...