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Borovsky, Arielle – Developmental Psychology, 2022
Toddlerhood is marked by advances in several lexico-semantic skills, including improvements in the size and structure of the lexicon and increased efficiency in lexical processing. This project seeks to delineate how early changes in vocabulary size and vocabulary structure support lexical processing (Experiment 1), and how these three skills…
Descriptors: Toddlers, Semantics, Vocabulary Development, Language Processing
Harding, Bradley; Cousineau, Denis – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The same-different task is a classic paradigm that requires participants to judge whether two successively presented stimuli are the same or different. While this task is simple, with results that have been replicated many times, response times (RTs) and accuracy for both same and different decisions remain difficult to model. The biggest obstacle…
Descriptors: Self Concept, Task Analysis, Priming, Reaction Time
Prasanna, Aparna; Anakkathil Anil, Malavika; Bajaj, Gagan; Bhat, Jayashree S. – Cogent Education, 2022
Little is explored regarding the modality-specific differences in recall abilities of preschool children. Understanding modality-specific differences in the recall at an early age might give an insight into age-linked trends, which can lay a foundation for later development. The current study used a cross-sectional design to investigate the…
Descriptors: Preschool Children, Recall (Psychology), Task Analysis, Attention Control
Tiffany Herder; Martina A. Rau – Grantee Submission, 2022
Educational video games can engage students in authentic STEM practices, which often involve visual representations. Specifically, because most interactions within video games are mediated through visual representations, video games provide opportunities for students to experience disciplinary practices with visuals. However, prior research has…
Descriptors: Educational Games, Video Games, STEM Education, Visual Stimuli
Vargas, Ivan; Payne, Jessica D.; Muench, Alexandria; Kuhlman, Kate R.; Lopez-Duran, Nestor L. – Learning & Memory, 2019
Research suggests that sleep preferentially consolidates the negative aspects of memories at the expense of the neutral aspects. However, the mechanisms by which sleep facilitates this emotional memory trade-off remain unknown. Although active processes associated with sleep-dependent memory consolidation have been proposed to underlie this…
Descriptors: Sleep, Emotional Response, Memory, Young Adults
Roncati, Ana Luiza; Souza, Ariene Coelho; Miguel, Caio F. – Journal of Applied Behavior Analysis, 2019
Comparisons of the relative efficiency of different prompt topographies (visual or auditory), when teaching intraverbal behavior to children with disabilities, have yielded idiosyncratic results. Recent research has shown that previous exposure to a specific prompt type may affect its efficiency when teaching intraverbal behavior to preschool…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Communication, Students with Disabilities
Civile, Ciro; Colvin, Eamon; Siddiqui, Hasan; Obhi, Sukhvinder S. – Autism: The International Journal of Research and Practice, 2019
Does the belief that a face belongs to an individual with autism affect recognition of that face? To address this question, we used the "inversion effect" as a marker of face recognition. In Experiment 1, participants completed a recognition task involving upright and inverted faces labelled as either 'regular' or 'autistic'. In reality,…
Descriptors: Human Body, Affective Behavior, Nonverbal Communication, Recognition (Psychology)
Kavakci, Mariam; Dollaghan, Christine – Journal of Speech, Language, and Hearing Research, 2019
Purpose: The purpose of this study was to determine whether a new oculomotor serial reaction time (RT) task revealed statistical sequence learning in young children. Method: We used eye tracking to measure typically developing children's oculomotor RTs in response to cartoon-like creatures that appeared successively in quadrants of a monitor…
Descriptors: Psychomotor Skills, Eye Movements, Reaction Time, Preschool Children
Stárková, Tereza; Lukavský, Jirí; Javora, Ondrej; Brom, Cyril – Journal of Computer Assisted Learning, 2019
Anthropomorphizing graphical elements in multimedia learning materials improves learning outcomes. The reasons for enhanced learning are unclear. We extended a seminal anthropomorphism study in order to examine whether the effect of anthropomorphisms on learning outcomes, both immediate and delayed, is caused by the anthropomorphized elements'…
Descriptors: Multimedia Instruction, Educational Technology, Technology Uses in Education, Learning
Van der Donck, Stephanie; Dzhelyova, Milena; Vettori, Sofie; Thielen, Hella; Steyaert, Jean; Rossion, Bruno; Boets, Bart – Journal of Autism and Developmental Disorders, 2019
We objectively quantified the neural sensitivity of school-aged boys with and without autism spectrum disorder (ASD) to detect briefly presented fearful expressions by combining fast periodic visual stimulation with frequency-tagging electroencephalography. Images of neutral faces were presented at 6 Hz, periodically interleaved with fearful…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Males
Peterson, Dwight J.; Decker, Reed; Naveh-Benjamin, Moshe – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
An unresolved issue regarding working memory (WM) processes relates to whether domain-general attentional resources are required to form and store bound representations. Recent evidence suggests that visual WM performance during tasks that require binding of face-scene pairs is disrupted by concurrent divided attention to a greater degree than…
Descriptors: Attention, Attention Control, Short Term Memory, Repetition
Grégoire, Laurent; Anderson, Brian A. – Learning & Memory, 2019
This study aimed to determine whether attentional prioritization of stimuli associated with reward transfers across conceptual knowledge independently of physical features. Participants successively performed two color-word Stroop tasks. In the learning phase, neutral words were associated with high, low, or no monetary reward. In the…
Descriptors: Correlation, Rewards, Comparative Analysis, Color
Aljahlan, Yara; Spaulding, Tammie J. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: This study investigated attentional shifting in preschool children with specific language impairment (SLI) compared to their typically developing peers. Children's attentional shifting capacity was assessed by varying attentional demands. Method: Twenty-five preschool children with SLI and 25 age-matched, typically developing controls…
Descriptors: Attention Span, Preschool Children, Language Impairments, Auditory Stimuli
Sandoval, Patricia; Staiano, Amanda; Kihm, Holly – Physical Educator, 2019
This pilot study tested the efficacy of auditory and visual stimuli to increase children's exercise intensity while exercising in a classroom. Nineteen children aged 6 to 12 years participated in four exercise conditions (treadmill with and without music; cycling with and without video) with heart rate monitored continuously. This study used…
Descriptors: Physical Activity Level, Exercise, Visual Stimuli, Auditory Stimuli
van der Kooij, Katinka; Smeets, Jeroen B. J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Recently it has been shown that rewarded variability can be used to adapt visuomotor behavior. However, its relevance seems limited because adaptation to binary rewards has been demonstrated only when the same movement is repeated throughout the experiment. We therefore investigated whether the adaptation is action-specific and whether the amount…
Descriptors: Rewards, Psychomotor Skills, Visual Stimuli, Feedback (Response)