Cross-Lagged Relationships Between Cognitive Ability and Math Achievement [0.03%]
认知能力与数学学业成绩的互因关系分析
Daniela Fiedler,Samantha Barton,Ulrike Kipman
Daniela Fiedler
The relationship between cognitive abilities and students' achievement in math is well documented. However, theoretical views on the chronological development of cognitive ability and math success remain controversial. Empirically, mutual e...
Pre-Training Effects on Sleep-Dependent Consolidation of Novel Word Learning in Immersive Virtual Reality [0.03%]
沉浸式虚拟现实中的预训练对睡眠依赖的新词巩固的影响
Zhengyu Liu,Lu Jiao
Zhengyu Liu
The present study employed immersive virtual reality (iVR) technology to create a multimodal enriched learning environment and investigated the effects of pre-training on sleep-dependent consolidation of novel word learning. Native Chinese ...
Antonella Chifari,Antonella D&#x;Amico,Alessandro Geraci et al.
Antonella Chifari et al.
Emotional intelligence (EI) and its meta-cognitive counterpart, meta-emotional intelligence (MEI), have increasingly been recognized as key factors in helping students understand, regulate, and reflect on their emotional experiences. MEI ex...
Do Children with Autism Spectrum Disorders (ASD) Have Deep Learning Ability? An Exploratory Research in Inclusive Play [0.03%]
孤独症谱系障碍（Autism Spectrum Disorders，ASD）儿童是否具有深度学习能力？一项融合教育中的探索性研究
Yanrong Zhu,Xueyun Su
Yanrong Zhu
Deep learning ability is critical for children's development, yet little research has been conducted on preschool children with autism spectrum disorders (ASD). This study investigated the deep learning ability of children with ASD in inclu...
Developing Successful Intelligence in Global Academia: A Triarchic Framework for EAP Pedagogy [0.03%]
基于三元理论的EAP教学中成功智力的培养研究
Yang Yu,Yingying Xu,Yongkang Wu
Yang Yu
This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approache...
Non-Cognitive Predictors: Evidence and Implications for Academic Achievement and Cognitive Processing [0.03%]
非认知预测因素：对学业成就和认知加工的证据与影响
Lazar Stankov,Jihyun Lee
Lazar Stankov
This is a review of recent findings about the role of non-cognitive variables in predicting academic achievement. Many indices considered up until now, including the Big Five personality measures, have low predictability. This has been supp...
Empowering Masters of Creative Problem Solvers: The Impact of STEM Professional Development Training on Teachers' Attitudes, Self-Efficacy, and Problem-Solving Skills [0.03%]
赋能创意问题解决大师：STEM专业发展培训对教师态度、自我效能感和解决问题能力的影响
Mehmet Durnali,Bayram Gökbulut
Mehmet Durnali
We aimed to explore the effects of hands-on STEM training on teachers' attitudes toward STEM, their self-efficacy in implementing STEM methodologies, and their problem-solving skills. Additionally, we explored teachers' professional compete...
Osman Akan,Mustafa Yildirim,Oliver T Wolf
Osman Akan
Acute stress impairs executive functions, and these higher-order cognitive processes are often positively associated with intelligence. Even though intelligence is generally stable over time, performance in an intelligence test can be influ...
The Effects of Philosophy for Children on Children's Cognitive Development: A Three-Level Meta-Analysis [0.03%]
哲学对儿童认知发展的影响：三层次元分析研究
Caiyun Wei,Lele Chen
Caiyun Wei
Amid the rise of the knowledge economy, accelerated informatization, and the emergence of artificial intelligence, Philosophy for Children (P4C) has been promoted as an effective educational project to enhance children's cognitive developme...
Robert J Sternberg,Alexandra Moravek,Tamara M Vaz et al.
Robert J Sternberg et al.
We tested 75 participants in a selective university near the East Coast of the United States for their skills in scientific reasoning. We used scientific reasoning assessments for Generating Hypotheses, Generating Experiments, and Drawing C...