British Journal of Educational Psychology
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SUB‐CULTURAL DIFFERENCES ON SELECTED COGNITIVE TASKS
British Journal of Educational Psychology - Tập 51 Số 1 - Trang 105-108 - 1981
Summary. The present study investigated some relationships between age,
socio‐economic status (SES), and cognitive task performance among 120 children
from Grades 1 and 4. A battery of tasks differing in transformational
requirements and ostensibly in cultural loading was administered to all
children. Analyses of results indicate that low SES children were more
handicapped in some tasks of so‐call...
Test selection, adaptation, and evaluation: A systematic approach to assess nutritional influences on child development in developing countries
British Journal of Educational Psychology - Tập 80 Số 1 - Trang 31-53 - 2010
BackgroundEvaluating the impact of nutrition interventions on developmental
outcomes in developing countries can be challenging since most assessment tests
have been produced in and for developed country settings. Such tests may not be
valid measures of children's abilities when used in a new context.AimsWe present
several principles for the selection, adaptation, and evaluation of tests
assessing...
INTELLIGENCE ASSESSMENT: A THEORETICAL AND EXPERIMENTAL APPROACH*
British Journal of Educational Psychology - Tập 37 Số 1 - Trang 81-98 - 1967
The interplay between motivation, self‐efficacy, and approaches to studying
British Journal of Educational Psychology - Tập 80 Số 2 - Trang 283-305 - 2010
BackgroundThe strategies students adopt in their study are influenced by a
number of social‐cognitive factors and impact upon their academic
performance.AimsThe present study examined the interrelationships between
motivation orientation (intrinsic and extrinsic), self‐efficacy (in reading
academic texts and essay writing), and approaches to studying (deep, strategic,
and surface). The study also ...
The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving
British Journal of Educational Psychology - Tập 75 Số 1 - Trang 71-85 - 2005
This study compared the effects of two information presentation formats on
learning to solve problems in electrical circuits. In one condition, the
split‐source format, information relating to procedural aspects of the
functioning of an electrical circuit was not integrated in a circuit diagram,
while information in the integrated format condition was integrated in the
circuit diagram. It was hypo...
YOUNG CHILDREN IN TRAFFIC
British Journal of Educational Psychology - Tập 40 Số 2 - Trang 111-116 - 1970
The contribution of visual search strategies to the development of pedestrian skills by 4‐11 year‐old children
British Journal of Educational Psychology - Tập 70 Số 4 - Trang 539-557 - 2000
Background. Young children in the 5‐9 age range are particularly vulnerable to
road accidents as pedestrians and previous research has identified a range of
motivational and cognitive skill factors which may play a part in this. Aims.
The present study aimed to examine the extent to which the development of
pedestrian skills in young children was related to individual differences in
visual search ...
STRUCTURAL AND ORGANISATIONAL FEATURES OF SENSORIMOTOR INTELLIGENCE AMONG RETARDED INFANTS AND TODDLERS
British Journal of Educational Psychology - Tập 51 Số 2 - Trang 133-143 - 1981
Summary. According to Piaget, cognitive development is characterised by the
simultaneous and concurrent emergence of constructs that require the same
underlying intellectual processes. Such syncronies in development—structure
d'ensemble in Piaget's terms—are a fundamental feature of his stage theory. In
the present study, the structural features of sensorimotor intelligence were
assessed among thr...
Reading and listening comprehension and their relation to inattention and hyperactivity
British Journal of Educational Psychology - Tập 84 Số 1 - Trang 108-124 - 2014
BackgroundChildren with diagnoses of attention‐deficit/hyperactivity disorder
(ADHD) frequently have reading problems. To date, it is not clear whether poor
reading is associated with both inattention and hyperactivity and also whether
poor reading comprehension is the result of poor word reading skills or more
general language comprehension weaknesses.AimsWe report two studies to examine
how read...
RELATING APPROACHES TO STUDY AND QUALITY OF LEARNING OUTCOMES AT THE COURSE LEVEL
British Journal of Educational Psychology - Tập 61 Số 3 - Trang 265-275 - 1991
Summary. Research into qualitative differences in students' approaches to study,
the quality of learning outcomes, and the relations between them has, in the
main, been conducted on learning resulting from involvement in small academic
tasks such as reading an academic article. This study, based on a sample of 122
first year university nursing students, focused on student learning on the whole
cou...
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