| 1. |
- Andersson, Ulf
(författare)
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Mathematical Competencies in Children With Different Types of Learning Difficulties
- 2008
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 100:1, s. 48-66
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Tidskriftsartikel (refereegranskat)abstract
- The mathematical performance of 182 third and fourth graders in 8 different areas of mathematics was examined. The children belonged to 4 achievement groups: children with mathematic difficulties (MD only), children with both mathematic and reading difficulties (MD-RD), children with reading difficulties (RD only), and normally achieving children (control group). Both MD groups performed worse than the normally achieving children in all but 1 area, place value knowledge. The MD-only and the MD-RD children performed equally in all areas of mathematics. The RD-only group performed at the same level as the control group on all areas of mathematics. The study provides further evidence that fact retrieval deficits are a cardinal characteristic of children with MD. The MD children's substantial difficulties with mathematic word problem solving can be attributed to several processes involved in problem solving. Besides poor skills in multidigit calculation, arithmetic fact retrieval, and poor understanding of calculation principles, children with MD might have deficits related to specific problem-solving processes such as establishing a problem representation and developing a solution plan. © 2008 American Psychological Association.
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| 2. |
- Samuelsson, Stefan, 1964-, et al.
(författare)
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Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States
- 2005
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 97:4, s. 705-722
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Tidskriftsartikel (refereegranskat)abstract
- Individual differences in measures of prereading skills and in questionnaire measures of 4-5-year-old twins' print environments in Australia, Scandinavia, and the United States were explored with a behavioral-genetic design. Modest phenotypic correlations were found between environmental measures and the twins' print knowledge, general verbal ability, and phoneme awareness. Lower print knowledge in Scandinavian twins was related to country differences in preschool print environment. Latent-trait behavioral-genetic analyses indicated very strong shared-environment influences on individual differences in Print Knowledge. Genetic influence was also significant. Several other prereading skills varied in their environmental and genetic influence, including a significant contrast between Phonological Awareness and Print Knowledge. Rapid Naming also revealed very strong genetic influence, as did Verbal Memory. Stronger shared-environment influences were found for Vocabulary and Grammar/Morphology. Genetic and environmental correlations among latent traits for General Verbal Ability, Phonological Awareness, and Print Knowledge were high, but there were also significant independent genetic and environmental contributions to each skill. Practical implications include the need for substantial and sustained instructional support for children hampered by genetic constraints on early literacy development. Copyright 2005 by the American Psychological Association.
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| 3. |
- Ahmadi, Asghar, et al.
(författare)
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A Classification System for Teachers’ Motivational Behaviors Recommended in Self-Determination Theory Interventions
- 2023
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Ingår i: Journal of Educational Psychology. - Washington, DC : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 115:8, s. 1158-1176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed. © 2023 American Psychological Association
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| 4. |
- Andersson, Ulf
(författare)
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Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings From a 3-Year Longitudinal Study of Children With Different Types of Learning Difficulties
- 2010
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Ingår i: JOURNAL OF EDUCATIONAL PSYCHOLOGY. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 102:1, s. 115-134
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Tidskriftsartikel (refereegranskat)abstract
- Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3-4 to Grades 5-6 (age range, 9-13 years). Both MD groups displayed severe weaknesses in 4 domain-specific arithmetic components (factual, conceptual, procedural, and problem-solving skills) during all 3 measure points. Telling time and approximate arithmetic were also problematic for children with MD. Both MD groups displayed a small weakness related to visual-spatial working memory, and the MD-RD group also displayed small weaknesses related to verbal short-term memory, processing speed, and executive functions. The 4 groups developed at similar rates within all domain-specific components as well as basic cognitive functions. These findings demonstrate that children identified as having MD when they are 9 years old do not catch up with their normally achieving peers in later school grades, when they are 13 years old. They also continue to lag behind their peers with respect to the domain-general cognitive system.
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| 5. |
- Axelsson, Anton, et al.
(författare)
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Scaffolding executive function capabilities via play-&-learn software for preschoolers
- 2016
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 108:7, s. 969-981
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Tidskriftsartikel (refereegranskat)abstract
- Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad apps tagged for preschool. Thus, it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present article investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children. The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9-6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pretest, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a noncontextual standardized test. The results further indicate gender differences in the development of these capabilities.
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| 6. |
- Byrne, Brian, et al.
(författare)
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Teacher Effects in Early Literacy Development: Evidence From a Study of Twins
- 2010
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Ingår i: Journal of Educational Psychology. - : Apa American Psychological Association. - 0022-0663 .- 1939-2176. ; 102:1, s. 32-42
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Tidskriftsartikel (refereegranskat)abstract
- It is often assumed that differences in teacher characteristics area major source of variability in childrens educational achievements. We examine this assumption for early literacy achievement by calculating the correlations between pairs of twin children who either shared or did not share a teacher in kindergarten, Grade 1, and Grade 2. Teacher effects-or, more strictly, classroom effects-would show up as higher correlations for same-class than for different-class twin pairs. Same-class correlations were generally higher than different-class correlations.. though not significantly so on most occasions. On the basis of the results, we estimate that the maximum variance accounted for by being assigned to the same or different classrooms is 8%. This is an upper-bound figure for a teacher effect because factors other than teachers may contribute to variation attributable to classroom assignment. We discuss the limitations of the study and draw out some of its educational implications.
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| 7. |
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| 8. |
- Grasby, Katrina L., et al.
(författare)
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Estimating Classroom-Level Influences on Literacy and Numeracy: A Twin Study
- 2020
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Ingår i: Journal of Educational Psychology. - : AMER PSYCHOLOGICAL ASSOC. - 0022-0663 .- 1939-2176. ; 112:6, s. 1154-1166
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Tidskriftsartikel (refereegranskat)abstract
- Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3. 5, 7, and 9. were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin pairs contributing data for Grades 3, 5, 7, and 9, respectively. The second, Study 2, was of literacy tests from 753 twin pairs from kindergarten through Grade 2, which included a sample of United States and Australian students and was a reanalysis and extension of Byrne et al. (2010). Classroom effects were mostly nonsignificant; they accounted for only 2-3% of variance in achievement when averaged over tests and grades. Although the averaged effects may represent a lower-bound figure for classroom effects, and the design cannot detect classroom influences limited to individual students, the results are at odds with claims in public discourse of substantial classroom-level influences, which are mostly portrayed as teacher effects.
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| 9. |
- Hassler Hallstedt, Martin, 1973-, et al.
(författare)
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Short and Long-Term Effects of a Mathematics Tablet Intervention for Low Performing Second Graders
- 2018
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 110:8, s. 1127-1148
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Tidskriftsartikel (refereegranskat)abstract
- Using a randomized placebo controlled design, we examined the direct and follow-up effects (at 6 and 12 months) of a mathematics tablet intervention. Math training focused primarily on basic arithmetic (addition and subtraction facts up to 12), and secondarily on number knowledge and word problems. We investigated the moderating effects of IQ and socioeconomic factors, and additive effects of working memory (WM) training. A representative sample of 283 low performing second-grade students were randomly assigned to control (n = 52), reading placebo (n = 78), math intervention (MA; n = 76), or math plus WM training (MA + WM; n = 77). Both math conditions scored significantly higher than control and placebo on the posttest of basic arithmetic, but not on arithmetic transfer and problem solving. WM training did not show additive effects. Given the virtually identical patterns, we collapsed the control and placebo, respectively, MA and MA + WM conditions. The collapsed MA/MA + WM condition demonstrated significant medium-sized effects (d = 0.53-0.67) on basic arithmetic compared with the collapsed control/placebo condition at posttest. There was a fadeout of effects at 6-month follow-up (d = 0.18 -0.28), that declined further at 12 months (d = 0.03-0.13). IQ was a significant moderator of direct and long-term effects on addition up to 12 and subtraction up to 18, where students with lower IQ benefitted more than higher IQ students. Socioeconomic factors did not moderate outcome. The intervention effectively improved basic arithmetic among low performing second graders. Although the effects waned at 6-month follow-up, there was some indication that children with lower IQ demonstrated sustained gains.Educational Impact and Implications StatementThis study shows that adaptive math training on tablet can help low performing 8-year-olds catch up about half a year of schooling in critical math skills. Students with lower IQ benefitted in particular and made long-term gains 12 months after training finished. Additional short-term memory training did not result in further math improvement. Because math is a strong predictor of later school achievement, these findings highlight the potential of well-designed adaptive teaching on tablets to significantly improve students' success at school. Evidence-based programs covering the bulk of elementary math might be widely spread, potentially at a low cost.
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| 10. |
- Jonsson, Bert, Professor, 1961-, et al.
(författare)
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A learning method for all : The testing effect is independent of cognitive ability
- 2021
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 113:5, s. 972-985
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Tidskriftsartikel (refereegranskat)abstract
- The testing effect, defined as the positive effect of retrieval practice (i.e., self-testing) on long-term memory retention relative to other ways to support learning, is a robust empirical phenomenon. Despite substantial scientific evidence for the testing effect, less is known about its effectiveness in relation to individual differences in cognitive ability. In the present study, we examine whether the effect of retrieval practice is beneficial independent of cognitive ability using behavioral and brain imaging data. In a within-subject design, upper-secondary students learned Swahili–Swedish word pairs through retrieval practice and study. The testing effects were assessed at a direct test and for a subsample after 1- and 4-weeks retention intervals, respectively. Another subsample performed the 1-week retention test during functional MRI (fMRI). Memory retention was analyzed in relation to an educationally relevant composite score dividing participants into low, intermediate, and high cognitive-ability groups. We provide behavioral evidence that the testing effect is independent of cognitive ability. The fMRI findings confirmed a general effectiveness of retrieval practice by showing that brain regions associated with successful retrieval of conceptual representations and semantic processing were more strongly engaged after retrieval practice in all cognitive-ability groups. It is argued that the advantages of retrieval practice should be conveyed to all teachers and students.
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