Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation [0.03%]
学业拖延与目标达成：结合实验与个体差异的研究
Daniel E Gustavson,Akira Miyake
Daniel E Gustavson
This study examined the relationship between academic procrastination and goal accomplishment in two novel ways. First, we experimentally tested whether undergraduate students (N = 177) could reduce their academic procrastination over a cou...
The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding [0.03%]
认知能力在有学习困难的四年级学生小数大小理解中的作用:符号标签的作用？
Amelia S Malone,Abbey M Loehr,Lynn S Fuchs
Amelia S Malone
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect ...
Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children [0.03%]
基于传统的和RTI为基础的读写障碍定义在学龄前儿童身上的共识性研究
Trelani F Milburn,Christopher J Lonigan,Darcey M Allan et al.
Trelani F Milburn et al.
To investigate approaches for identifying young children who may be at risk for later reading-related learning disabilities, this study compared the use of four contemporary methods of indexing learning disability (LD) with older children (...
Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention? [0.03%]
学习行为会调节经验证的早期阅读障碍干预项目的效果吗？
Sara A Hart,Shayne B Piasta,Laura M Justice
Sara A Hart
The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcome...
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information [0.03%]
含与不含冗余信息的数学应用题的认知和语言预测因素
Amber Y Wang,Lynn S Fuchs,Douglas Fuchs
Amber Y Wang
The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In t...
Understanding Genetic Breast Cancer Risk: Processing Loci of the BRCA Gist Intelligent Tutoring System [0.03%]
理解遗传性乳腺癌风险：BRCA GIST智能辅导系统处理位点
Christopher R Wolfe,Valerie F Reyna,Colin L Widmer et al.
Christopher R Wolfe et al.
The BRCA Gist Intelligent Tutoring System helps women understand and make decisions about genetic testing for breast cancer risk. BRCA Gist is guided by Fuzzy-Trace Theory, (FTT) and built using AutoTutor Lite. It responds differently to pa...
Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement [0.03%]
提高赌注：学生如何在高利害和低利害数学测试中与成就相关的动机研究
Rahila M Simzar,Marcela Martinez,Teomara Rutherford et al.
Rahila M Simzar et al.
This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression ana...
Effects of Extreme Prematurity on Numerical Skills and Executive Function in Kindergarten Children: An Application of Partially Ordered Classification Modeling [0.03%]
极早早产对幼儿园儿童数字技能和执行功能影响的初步研究：部分有序分类建模的一项应用
Curtis Tatsuoka,Bridget McGowan,Tomoko Yamada et al.
Curtis Tatsuoka et al.
Although mathematics disabilities (MD) are common in extremely preterm/extremely low birth weight (EPT/ELBW) children, little is known about the nature of these problems. In this study partially ordered set (POSET) models were applied to cl...
From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest [0.03%]
从课堂环境到数学成绩：自我感知能力和学科兴趣的中介作用
Maria G Tosto,Kathryn Asbury,Michèle M M Mazzocco et al.
Maria G Tosto et al.
Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance...
Language development in rural and urban Russian-speaking children with and without developmental language disorder [0.03%]
俄罗斯说俄语的城乡儿童的语言发育及其与语言发展障碍的关系
Sergey A Kornilov,Tatiana V Lebedeva,Marina A Zhukova et al.
Sergey A Kornilov et al.
Using a newly developed Assessment of the Development of Russian Language (ORRIA), we investigated differences in language development between rural vs. urban Russian-speaking children (n = 100 with a mean age of 6.75) subdivided into group...