| 1. |
- Nordvall, Olov, et al.
(författare)
-
Self-reported and performance-based measures of executive functions in interned youth
- 2017
-
Ingår i: Psychology, Crime and Law. - : Routledge journals, Taylor & Francis ltd. - 1068-316X .- 1477-2744. ; 23:3, s. 240-253
-
Tidskriftsartikel (refereegranskat)abstract
- This study address three questions: (a) Do interned adolescents exhibit general or specific deficits in the core executive functions, as compared to an age-matched control group? (b) Do interned adolescents report more executive problems in everyday life, as compared to an age-matched control group? And (c) are performance-based measures of executive functions related to self-reported executive problems? Thirty-one interned youths and 40 non-interned controls participated in the study. To this end, we measured the three constituents (inhibition, shifting, and updating) of the Unity/Diversity model of executive functioning, as well as the participants' self-reported everyday executive functioning using the Behavior Rating Inventory of Executive Functions scale. The interned group performed less well compared to the control group on the majority of performance-based tasks but did not show more pronounced deficits in any one executive function, reflective of a more general deficit. Compared to the controls, the interned adolescents also reported more dysfunction in executive behaviors related to the ability to inhibit action, behavioral flexibility, working memory, and the ability to follow through with tasks. Overall, correlations between self-report and performance-based measures were weak. These findings suggest that performance-based and self-report measures may assess different, albeit important, aspects of executive functioning.
|
|
| 2. |
- Bertilsson, Frida, et al.
(författare)
-
Retrieval Practice : Beneficial for All Students or Moderated by Individual Differences?
- 2021
-
Ingår i: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257. ; 20:1, s. 21-39
-
Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design (N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
|
|
| 3. |
- Bertilsson, Frida, et al.
(författare)
-
Self-regulated use of retrieval practice : associations with individual differences in non-cognitive and cognitive factors
- 2024
-
Ingår i: European Journal of Psychology of Education. - : Springer Nature. - 0256-2928 .- 1878-5174.
-
Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.
|
|
| 4. |
- Fellman, Daniel, et al.
(författare)
-
Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?
- 2020
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11, s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- Online quizzes building upon the principles of retrieval practice can have beneficial effects on learning, especially long-term retention. However, it is unexplored how interindividual differences in relevant background characteristics relate to retrieval practice activities in e-learning. Thus, this study sought to probe for this research question on a massive open online course (MOOC) platform where students have the optional possibility to quiz themselves on the to-be-learned materials. Altogether 105 students were assessed with a cognitive task tapping on reasoning, and two self-assessed personality measures capturing need for cognition (NFC), and grittiness (GRIT-S). Between-group analyses revealed that cognitively high performing individuals were more likely to use the optional quizzes on the platform. Moreover, within-group analyses (n= 56) including those students using the optional quizzes on the platform showed that reasoning significantly predicted quiz performance, and quiz processing speed. NFC and GRIT-S were unrelated to each of the aforementioned retrieval practice activities.
|
|
| 5. |
- Fellman, Daniel, et al.
(författare)
-
Predicting Visuospatial and Verbal Working Memory by Individual Differences in E-Learning Activities
- 2020
-
Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 5, s. 1-11
-
Tidskriftsartikel (refereegranskat)abstract
- E-learning is being considered as a widely recognized option to traditional learning environments, allowing for highly tailor-made adaptive learning paths with the goal to maximize learning outcomes. However, for being able to create personalized e-learning systems, it is important to identify relevant student prerequisites that are related learning success. One aspect crucial for all kind of learning that is relatively unstudied in relation to e-learning is working memory (WM), conceptualized as the ability to maintain and manipulate incoming information before it decays. The aim of the present study was to examine how individual differences in online activities is related to visuospatial- and verbal WM performance. Our sample consisted of 98 participants studying on an e-learning platform. We extracted 18 relevant features of online activities tapping on Quiz accuracy, Study activity, Within-session activity, and Repetitive behavior. Using best subset multiple regression analyses, the results showed that individual differences in online activities significantly predicted verbal WM performance (p < 0.001, R2Adjusted = 0.166), but not visuospatial WM performance (p = 0.058, R2Adjusted= 0.065). The obtained results contribute to the existing research of WM in e-learning environments, and further suggest that individual differences in verbal WM performance can be predicted by how students interact on e-learning platforms.
|
|
| 6. |
- Finell, Jonatan, et al.
(författare)
-
Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis
- 2022
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 12
-
Tidskriftsartikel (refereegranskat)abstract
- It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)—working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA—MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA—MP correlation using a random-effects model. This resulted in a mean correlation of r = −0.168. The database search of WM as a mediator for the MA—MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of −0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA—MP relationship.
|
|
| 7. |
- Holmquist, Sofie, 1987-
(författare)
-
Analyzing self-report data : assessing basic psychological needs in education and at work
- 2022
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aims of this thesis were 1) to investigate how to measure and model basic psychological needs in higher education and work contexts, specifically in Swedish-speaking populations, and 2) to analyze the psychometric properties of basic psychological needs self-report instruments.The thesis consists of four studies and a summary. The main concepts studied were the basic psychological needs for autonomy, competence, and relatedness, as conceptualized in the Self- Determination Theory (SDT).The first study identified subgroups of early career psychologists characterized by their ratings on self- efficacy, psychological flexibility, and basic psychological need satisfaction. The results show that the groups differed in self-rated health, well-being, and intention to leave their profession. Higher basic psychological need satisfaction, self-efficacy, and psychological flexibility were associated with better self-rated health and well-being.The second study was an extensive psychometric evaluation of the need satisfaction and frustration scale (NSFS) in a large sample of Swedish workers. The analyses supported measurement invariance longitudinally and for gender, as well as the nomological validity of the scale. The dimensionality analyses supported a six-dimensional structure of the NSFS that takes small cross-loadings into account in an exploratory structural equation modeling representation. However, poor discrimination between need satisfaction and need frustration was present for some items.The third study translated a revised Swedish version of the NSFS, adapted to the educational domain, and validated it in a sample of Swedish university students. Dimensionality analyses supported using the NSFS as a three-dimensional measure of students' need for autonomy, need for competence, and need for relatedness. In support of nomological validity, each need uniquely contributed to predicting perceived stress and academic burnout. However, unexpectedly, autonomy did not provide incremental value beyond competence and relatedness in predicting life satisfaction and academic engagement.The fourth study translated and adapted the basic psychological need satisfaction and frustration scale (BPNSFS) to Swedish and the educational domain (BPNSFS-ED). This study also investigated the coherence between the BPNSFS-ED and the NSFS. Factor analyses showed support for using the scale as a six- dimensional measure of students' needs satisfaction and need frustration. The coherence between the BPNSFS-ED and the NSFS was moderate, and the BPNSFS-ED appears to be a more SDT coherent measure of students’ basic psychological needs.The main contribution of this thesis was providing researchers with a validated self-report instrument to assess basic psychological needs in Swedish education. The results also highlight challenges with measuring and modeling basic psychological needs and question whether items from well-used basic needs self-rating scales properly tap into the concept of need frustration. Finally, the results show that the need for autonomy seems to differ between basic psychological needs instruments which calls for mindfulness when choosing an instrument to measure basic psychological needs, and when comparing results across studies. Based on the results of this thesis, the BPNSFS-ED self-report instrument appears to be a good choice for researchers interested in assessing basic psychological needs in Swedish education.
|
|
| 8. |
- Holmquist, Sofie, 1987-, et al.
(författare)
-
Assessing autonomy, relatedness, and competence in higher education : the Swedish need satisfaction and frustration scale
- 2022
-
Ingår i: Education Inquiry. - : Informa UK Limited. - 2000-4508.
-
Tidskriftsartikel (refereegranskat)abstract
- Need-satisfying experiences corresponding to students' psychological needs of autonomy, relatedness, and competence lead to increased academic engagement and well-being. A lack of education-specific basic needs instruments validated in Swedish may inhibit basic needs research in Swedish-speaking student populations. Thus, the present study aimed to adapt the Need Satisfaction and Frustration Scale (NSFS) to the context of education in Sweden and validate this new Swedish NSFS in a sample of Swedish university students (n = 417, 59.7% women, mean age = 23.3 (SD = 4.3) years). Confirmatory factor analysis was used to investigate the dimensionality of NSFS ratings, followed by structural equation modelling of nomological networks of basic needs, academic engagement, life satisfaction, academic burnout, and perceived stress. The NSFS ratings were best described by a three-factor model with methods correction for reversed item bias. Results showed that each need uniquely contributed to perceived stress and academic burnout. Relatedness and competence, but not autonomy, were significant predictors of life satisfaction and academic engagement. The main study contribution was providing a Swedish NSFS to assess autonomy, relatedness, and competence in higher education. The results support the use of the Swedish NSFS as a three-dimensional measure of basic needs in Swedish-speaking student populations.
|
|
| 9. |
- Hulaj, Rame, et al.
(författare)
-
A Motivational Model Explaining Performance in Video Games
- 2020
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11
-
Tidskriftsartikel (refereegranskat)abstract
- Esports are a rapidly growing phenomenon and understanding of factors underlying game performance are therefore of great interest. The present study investigated the influence of satisfaction of basic psychological needs (competence, autonomy, and relatedness), type of motivation (amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation), and number of matches played (time on task) on individuals’ performance on a matchmaking rating (MMR) in the video game Defence of the Ancients 2 (Dota 2). Collected data from 315 participants was included in the analyses. A web-based questionnaire was used to collect data and structural equation modelling (SEM) was performed to analyze the data. The results show that perceived competence and autonomy were the only significant predictors of MMR performance beyond matches played. Fulfillment of relatedness, as well as motivational factors, were not found to be predictors of MMR scores. The strong effect of matches played, used as proxy of time on task, emphasize the effect of time and practice as a critical aspect of video-game expertise.
|
|
| 10. |
- Jonsson, Bert, Professor, 1961-, et al.
(författare)
-
A learning method for all : The testing effect is independent of cognitive ability
- 2021
-
Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 113:5, s. 972-985
-
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.
|
|
| 11. |
- Jonsson, Bert, Professor, 1961-, et al.
(författare)
-
Creative Mathematical Reasoning : Does Need for Cognition Matter?
- 2022
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 12
-
Tidskriftsartikel (refereegranskat)abstract
- A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.
|
|
| 12. |
- Jonsson, Bert, Professor, 1961-, et al.
(författare)
-
Gaining Mathematical Understanding : The Effects of Creative Mathematical Reasoning and Cognitive Proficiency
- 2020
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11
-
Tidskriftsartikel (refereegranskat)abstract
- In the field of mathematics education, one of the main questions remaining under debate is whether students’ development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students’ math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students’ performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students’ learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.
|
|
| 13. |
- Jonsson, Bert, 1961-, et al.
(författare)
-
Infants’ ability to track and reach for temporarily occluded objects
- 2003
-
Ingår i: Developmental Science. - : Wiley. - 1363-755X .- 1467-7687. ; 6:1, s. 86-99
-
Tidskriftsartikel (refereegranskat)abstract
- Six-month-old infants were presented with a moving object that temporarily became invisible. The object moved on a horizontal path and was made invisible for either 400, 800 or 1,200 ms before being within reach. Two kinds of events were used to make the object invisible: blackout of the room lights and occlusion behind a screen. First, infants saw 6 trials of the fully visible motion, then 12 trials of a temporarily invisible motion and finally 6 trials of the fully visible motion again. Each infant was presented with only one of the 6 experimental conditions. The results show that reaching is much more severely affected by a eriod of temporary non-visibility than tracking. The effects of the two modes of non-visibility were rather different. In general, lackout deteriorated tracking and made the gaze lag at reappearance. It inhibited reaching but this effect attenuated with experience. onger periods of blackout deteriorated tracking and reaching more. Compared to blackout, occlusion had both a facilitating and an inhibiting effect on infants’ actions. Tracking had less tendency to lag but reaching showed more severe inhibition. The results are discussed in terms of graded representations. Furthermore, it is argued that an occluder facilitates tracking by providing information of where the moving object becomes visible again and it inhibits reaching by interfering with the representation of the object behind the occluder.
|
|
| 14. |
|
|
| 15. |
- Jonsson, Bert, 1961-, et al.
(författare)
-
MicroTouch®Screen technology for the use of coding crude movements and as a response surface for pointing tasks
- 2000
-
Rapport (refereegranskat)abstract
- The following is a description of an inexpensive touch monitor system, based on a MicroTouch monitor and specifically developed software. When touching the MicroTouch monitor, a pre-determined set of values are extracted and displayed in a terminal window as single X and Y coordinates. The program is written in C, runs directly in either MS DOS or through Windows and also serves as a receiver that automatically saves the X and Y coordinates in a text-file format. This paper describes the overall system, discusses the system validity and reliability as well as how it was used in a context of coding crude motor behavior and as a response surface for a specific pen-pointing task.
|
|
| 16. |
- Jonsson, Bert, 1961-, et al.
(författare)
-
Predictive head movements in 6-month old infants
- 1998
-
Ingår i: Infant Behavior and Development. - : Elsevier. - 0163-6383 .- 1879-0453. ; 21:Supplement, s. 491-491
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to investigate infant’s predictive head-tracking relatively to a linearly moving object. Object’s motion was produced by a large computer controlled plotter, tilted 15 degrees forward from vertical position. The objects moved on a white ainted aluminum sheet (98x 130 cm). Objects were presented in three different conditions. It was either visible all the time, occluded during part of its motion, or the room lights were extinguished during part of the object’s motion. Infant’s head movements were recorded by two infrared cameras and mixed onto a single video screen. Each infant was shown 6 initial and 6 final visible trials, and 6 times 2 occlusion trials in between, occlusion either by occluder or extinguished light. Sticky paper was placed on the infant’s head and by a touch-screen technology the markers were coded every 100 msec.
|
|
| 17. |
- Jonsson, Bert, 1961-
(författare)
-
Prospective Control and Object Representation in Yound Infants : An action-based account
- 2001
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present thesis was to study the age-related differences of prospective control and object representation in young infants. The overall set of theoretical and empirical issues addressed in this thesis consists of how infants represent and react to visible and non-visible moving objects. This involves understanding the interrelationship between different actions, such as head and trunk movements, and reaching. Questions about infants’ ability to negotiate different kinds of motions and the notion that infant representation of an occluded object can be graded in strength are also addressed in the present thesis. The hypothesis of graded representation proposed that a concept of object representation is not a clear-cut distinction between whether one has a representation or not. It is rather a graded process, evolving with experience and becoming embedded in processes underlying overt behaviour. Study I showed that perturbing an object affected the quality of grasp, which seems to indicate that the approach and grasp components are, at least partially, integrated by nine months of age. The analysis of the relationship between head and hand movements showed tightness in the coupling between these movements, as indicated by a small correction time difference between them. Study III showed that 6-month-old infants, under certain conditions, can form a dynamical representation of a moving and temporarily occluded object, taking into account the velocity and the direction of the object’s motion. It also revealed three other interesting findings: firstly, that an occluder could provide landmark information about object reappearance; secondly, that reaching was dramatically disrupted when the object was temporarily non-visible either due to occlusion or blackout of the room lights and thirdly, that reaching recovered markedly after a few trials, but only when subject to blackout. Overall, the results supported the hypothesis of graded representations. In Study IV, when infants observed a circular object motion, it was shown that while head tracking is functional in 6-month-old infants, it continues to develop and become more refined up to, and beyond, the age of 12 months. The structural organization of head tracking in both 6 and 12-month-old infants complied with an organizational pattern of accelerations and decelerations, or so-called movement units, which is in line with earlier studies of both goal-directed and spontaneous arm movements. The intersegmental coupling between the head and the trunk showed that the infants tried to stabilise head movements by adjustments of the trunk. In addition, study II presents a method for coding prehensile movements by means of a touch screen system, which is used in study III.
|
|
| 18. |
- Jonsson, Bert, 1961-, et al.
(författare)
-
Prospective head tracking : head movements, accuracy and timing in relation to a circular object motion
- 2009
-
Ingår i: Current Psychology Letters. - : Centre PsyCLE. - 1379-6100. ; 25:1, s. 1-15
-
Tidskriftsartikel (refereegranskat)abstract
- In this study, kinematic and video recordings were made of the eye- and head tracking of an object revolving in a vertical plane in two groups of infants (6- and 12-month-old) and one group of adults. The study had two purposes. The first concerned infants' abilities to negotiate the target trajectory when being forced to extensively recruit the head. The second addressed the question whether the same underlying neural controller drives both eye- and head motor systems. It was found that head tracking ability is functional already in 6-month-old infants. However, infants of both age groups displayed more extensive head movements and less accuracy compared to adults. This finding is in line with previous research on one-dimensional horizontal head tracking in infants. Infants also showed less developed timing between head movements and vertical object motion, supporting the argument that both eye- and head tracking have a common developmental trajectory.
|
|
| 19. |
- Jonsson, Bert, 1961-, et al.
(författare)
-
Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity
- 2014
-
Ingår i: Education Inquiry. - Umeå : Umeå universitet. - 2000-4508. ; 5:3, s. 385-404
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the performance of fifth-grade children in the reproduction of the content of a new text - directly, after they had read it (immediate recall), and one week later (delayed recall) - and to investigate the relationship between performance, self-reported memory strategies, and working memory capacity (WMC). The results revealed that more complex strategies are associated with better performances, and that children with high WMC outperformed children with lower WMC in immediate and delayed text recall tasks. Hierarchical regression analyses showed that memory strategy and WMC are the strongest predictors for both immediate and delayed recall tasks. It is argued that self-reported memory strategies are possible to use as estimates of strategy proficiency. The awareness of the importance of memory strategies and children’s WMC in education are further discussed.
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
- Jönsson, Fredrik U., et al.
(författare)
-
How crucial is the response format for the testing effect?
- 2014
-
Ingår i: Psychological Research. - : Springer Science and Business Media LLC. - 0340-0727 .- 1430-2772. ; 78:5, s. 623-633
-
Tidskriftsartikel (refereegranskat)abstract
- Combining study and test trials during learning is more beneficial for long-term retention than repeated study without testing (i.e., the testing effect). Less is known about the relative efficacy of different response formats during testing. We tested the hypothesis that overt testing (typing responses on a keyboard) during a practice phase benefits later memory more than covert testing (only pressing a button to indicate successful retrieval). In Experiment 1, three groups learned 40 word pairs either by repeatedly studying them, by studying and overtly testing them, or by studying and covertly testing them. In Experiment 2, only the two testing conditions were manipulated in a within-subjects design. In both experiments, participants received cued recall tests after a short (similar to 19 min) and a long (1 week) retention interval. In Experiment 1, all groups performed equally well at the short retention interval. The overt testing group reliably outperformed the repeated study group after 1 week, whereas the covert testing group performed insignificantly different from both these groups. Hence, the testing effect was demonstrated for overt, but failed to show for covert testing. In Experiment 2, overtly tested items were better and more quickly retrieved than those covertly tested. Further, this does not seem to be due to any differences in retrieval effort during learning. To conclude, overt testing was more beneficial for later retention than covert testing, but the effect size was small. Possible explanations are discussed.
|
|
| 23. |
- Karlsson Wirebring, Linnea, 1979-, et al.
(författare)
-
An fMRI intervention study of creative mathematical reasoning : behavioral and brain effects across different levels of cognitive ability
- 2022
-
Ingår i: Trends in Neuroscience and Education. - : Elsevier. - 2452-0837 .- 2211-9493. ; 29
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.Methods: We employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).Results: On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.Conclusions: Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.
|
|
| 24. |
- Korhonen, Johan, et al.
(författare)
-
Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students
- 2017
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks, and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. These students probably use counting based strategies that impose more WM load and have lower WM capacity than their peers who are more likely to use memory based strategies (i.e., fact-retrieval) in addition to having higher WM capacity. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.
|
|
| 25. |
- Levlin, Maria, 1971-, et al.
(författare)
-
Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder
- 2022
-
Ingår i: Language, Speech, and Hearing Services in Schools. - : American Speech-Language-Hearing Association. - 0161-1461 .- 1558-9129. ; 53:2, s. 542-560
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school.Method: A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (Mage = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1–2 weeks prior, with posttest performance 1 week after each instructional condition.Results: The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words.Conclusions: All participants showed positive learning gains following RP,whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to be-learned material (Tier 2 words).
|
|
| 26. |
- Lincke, Alisa, 1989-, et al.
(författare)
-
Correlating Working Memory Capacity with Learners´ Study Behavior in a Web-Based Learning Platform
- 2019
-
Ingår i: Proceedings of the 27th International Conference on Computers in Education Conference Proceedings. - : Asia-Pacific Society for Computers in Education. - 9789869721448 - 9789869721431 ; , s. 90-92
-
Konferensbidrag (refereegranskat)abstract
- Cognitive pre-requisites should be taken into consideration when providing personalized and adaptive digital content in web-based learning platforms. In order to achieve this it should be possible to extract these cognitive characteristics based on students´ study behavior. Working memory capacity (WMC) is one of the cognitive characteristics that affect students’ performance and their academic achievements. However, traditional approaches to measuring WMC are cognitively demanding and time consuming. In order to simplify these measures, Chang et al. (2015) proposed an approach that can automatically identify students’ WMC based on their study behavior patterns. The intriguing question is then whether there are study behavior characteristics that correspond to the students’ WMC? This work explores to what extent it is possible to map individual WMC data onto individual patterns of learning by correlating working memory capacity with learners´ study behavior in an adaptive web-based learning system. Several machine learning models together with a rich context model have been applied to identify the most relevant study behavior characteristics and to predict students’ WMC. The evaluation was performed based on data collected from 122 students during a period of 2 years using a web-based learning platform. The initial results show that there is no linear correlation with learners´ study behavior and their WMC.
|
|
| 27. |
|
|
| 28. |
- Munakata, Yuko, et al.
(författare)
-
When it helps to occlude and obscure : 6-month-olds' predictive tracking of moving toys
- 1996
-
Ingår i: Infant Behavior and Development. - 0163-6383 .- 1879-0453. ; 19:Suppl. 1, s. 639-639
-
Tidskriftsartikel (refereegranskat)abstract
- What do infants know about hidden objects’? Previous research suggests that the answer depends on how the objects are hidden. For instance, infants appear to reach for toys in the dark (Clifton, Rochat, Litovsky, & Penis, 1991; Hood & Willatts, 1986) before they reach for toys occluded in the light. However, these experiments have not compared directly toys occluded in the light and by darkness. The current experiment tests infants under both conditions in the same paradigm. In addition, the experiment introduces a combined ccluderdarkness condition to test two distinct explanations for a possible advantage in the dark. First, infants may have knowledge about hidden objects but cannot act on it for occluder-specific reasons (e.g., means-ends deficits, beliefs about the whether the object is accessible). Second, infants may have graded representations of occluded objects that can be more easily maintained in the face of global darkness than with the direct visual interference of an occluder. Counterintuitive results from the current experiment provide evidence for both representational and occluder-specific effects.
|
|
| 29. |
- Nordvall, Olov, et al.
(författare)
-
Self-Reported Impulsivity and its Relation to Executive Functions in Interned Youth
- 2017
-
Ingår i: Psychiatry, Psychology and Law. - : Routledge. - 1321-8719 .- 1934-1687. ; 24:6, s. 910-922
-
Tidskriftsartikel (refereegranskat)abstract
- In adolescence, antisocial behaviors increase in prevalence, an occurrence that has been related to the parallel increase of impulsive behaviors. However, impulsivity is a conglomerate of unidimensional impulsigenic traits, divided into aspects of behavioral dyscontrol and sensation seeking. In the present study, we examine how these traits differ between interned youth and an aged-matched control group, and how they relate to executive functioning. Results indicate that impulsigenic traits related to behavioral dyscontrol, but not sensation seeking, are more pronounced in interned adolescents. Also, executive functioning was predictive of lack of premeditation, a trait specifically related to antisocial behavior. One implication of this is that interventions improving executive functioning could be beneficial in the rehabilitation of interned adolescents with impulsivity-related problems.
|
|
| 30. |
|
|
| 31. |
- Norqvist, Mathias, 1971-, et al.
(författare)
-
Shifts in student attention on algorithmic and creative practice tasks
- 2023
-
Ingår i: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816.
-
Tidskriftsartikel (refereegranskat)abstract
- In mathematics classrooms, it is common practice to work through a series of comparable tasks provided in a textbook. A central question in mathematics education is if tasks should be accompanied with solution methods, or if students should construct the solutions themselves. To explore the impact of these two task designs on student behavior during repetitive practice, an eye-tracking study was conducted with 50 upper secondary and university students. Their eye movements were analyzed to study how the two groups shifted their gaze both within and across 10 task sets. The results show that when a solution method was present, the students reread this every time they solved the task, while only giving minute attention to the illustration that carried information supporting mathematical understanding. Students who practiced with tasks without a solution method seemed to construct a solution method by observing the illustration, which later could be retrieved from memory, making this method more efficient in the long run. We discuss the implications for teaching and how tasks without solution methods can increase student focus on important mathematical properties.
|
|
| 32. |
- Olsson, Carl-Johan, 1980-, et al.
(författare)
-
Internal imagery training in active high jumpers
- 2008
-
Ingår i: Scandinavian Journal of Psychology. - Stockholm : Almqvist & Wiksell. - 0036-5564 .- 1467-9450. ; 49:2, s. 133-140
-
Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this study was to examine whether the use of internal imagery would affect high jumping performance for active high jumping athletes. Over a period of six weeks, a group of active high jumpers were trained with an internal imagery program for a total of 72 minutes. This group was compared to a control group consisting of active high jumpers that only maintained their regular work-outs during the same time period. Four variables were measured; jumping height, number of failed attempts, take-off angle, and bar clearance. There was a significant improvement on bar clearance for the group that trained imagery (p < 0.05) but not for the control group. No other differences were found. The results suggest that internal imagery training may be used to improve a component of a complex motor skill. Possible explanations and future recommendations are discussed.
|
|
| 33. |
- Olsson, Carl-Johan, et al.
(författare)
-
Learning by doing and learning by thinking : An fMRI study of combining motor and mental training
- 2008
-
Ingår i: Frontiers in Human Neuroscience. - : Frontiers Media SA. - 1662-5161. ; 2:5, s. 1-7
-
Tidskriftsartikel (refereegranskat)abstract
- The current study investigated behavioral and neural effects of motor, mental, and combined motor and mental training on a finger tapping task. The motor or mental training groups trained on a finger-sequence for a total of 72 min over six weeks. The motor and mental training group received 72 min motor training and in addition 72 min mental training. Results showed that all groups increased their tapping performance significantly on the trained sequence. After training fMRI data was collected and indicated training specific increases in ventral pre-motor cortex following motor training, and in fusiform gyrus following mental training. Combined motor and mental training activated both the motor and the visual regions. In addition, motor and mental training showed a significant increase in tapping performance on an untrained sequence (transfer). FMRI scanning indicated that the transfer effect involved the cerebellum. Conclusions were that combined motor and mental training recruited both motor and visual systems, and that combined motor and mental training improves motor flexibility via connections from both motor and cognitive systems to the cerebellum.
|
|
| 34. |
- Olsson, Carl-Johan, 1980-, et al.
(författare)
-
Motor representations and practice affect brain systems underlying imagery : an FMRI study of internal imagery in novices and active high jumpers
- 2008
-
Ingår i: The Open Neuroimaging Journal. - : Bentham Science Publishers Ltd.. - 1874-4400. ; 2, s. 5-13
-
Tidskriftsartikel (refereegranskat)abstract
- This study used functional magnetic resonance imaging (fMRI) to investigate differences in brain activity between one group of active high jumpers and one group of high jumping novices (controls) when performing motor imagery of a high jump. It was also investigated how internal imagery training affects neural activity. The results showed that active high jumpers primarily activated motor areas, e.g. pre-motor cortex and cerebellum. Novices activated visual areas, e.g. superior occipital cortex. Imagery training resulted in a reduction of activity in parietal cortex. These results indicate that in order to use an internal perspective during motor imagery of a complex skill, one must have well established motor representations of the skill which then translates into a motor/internal pattern of brain activity. If not, an external perspective will be used and the corresponding brain activation will be a visual/external pattern. Moreover, the findings imply that imagery training reduces the activity in parietal cortex suggesting that imagery is performed more automatic and results in a more efficient motor representation more easily accessed during motor performance.
|
|
| 35. |
- Sammallahti, Ellen, et al.
(författare)
-
A meta-analysis of math anxiety interventions
- 2023
-
Ingår i: Journal of Numerical Cognition. - : Leibniz Institute for Psychology (ZPID). - 2363-8761. ; 9:2, s. 346-362
-
Tidskriftsartikel (refereegranskat)abstract
- The experience of math anxiety can have detrimental effects on students’ math performance, and researchers have in recent years tried to design interventions aiming at reducing math anxiety. This meta-analysis aimed to examine the effectiveness of math anxiety interventions in reducing math anxiety and improving math performance. The meta-analysis comprised 50 studies and included 75 effect sizes. On average, the effect sizes were moderate (g =-0.467) for reducing math anxiety and improving math performance (g = 0.502). Interventions that focused on Cognitive support or regulating Emotions were effective both in reducing math anxiety and improving math performance. In addition, longer interventions and interventions targeting students older than 12 had the biggest decrease in math anxiety. Study quality was not related to intervention outcomes.
|
|
| 36. |
- Savelsbergh, Geert, et al.
(författare)
-
The coupling of head, reach and grasp movement in ninemonths old infant prehension
- 1997
-
Ingår i: Scandinavian Journal of Psychology. - Wiley : Wiley. - 0036-5564 .- 1467-9450. ; 38:4, s. 325-333
-
Tidskriftsartikel (refereegranskat)abstract
- In 9-month-old-infants adjustments in the reaching pattern to sudden changes in object location were examined. An attractive ball was presented to the infants at their midline and on some trials (perturbation trials) the ball suddenly changed position 15 cm to the right or left during the reach. For the perturbed trials the movement times approximately doubled compared to the control trials and significantly fewer balls were grasped. The results indicate that infants need to finish the first movement before being able to redirect the reach to a new destination. The correlation between the latency of the head and hand adjustment to the perturbation were 0.85 and 0.78 for movements to the left and to the right, respectively, indicating a tight coupling. The time between the start of the perturbation and peak velocity(TPPV) was significantly shorter for the head movement than for the hand movement, indicating that the head is leading the hand.
|
|
| 37. |
- Stenlund, Tova, et al.
(författare)
-
Assessing the Willingness to Elaborate among Young Students : Psychometric Evaluation of a Swedish Need for Cognition Scale
- 2017
-
Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 2
-
Tidskriftsartikel (refereegranskat)abstract
- The personality trait Need for Cognition (NFC) has been studied for many years, and found to be important for individuals’ educational achievement. The original NFC-scale was developed in the eighties, and during the following decade the scale was translated and adapted into a number of other languages. A renewed interest for the personality trait of NFC has made these scales interesting to use. It is though vital that instruments used for studies of individual differences in the area of educational research, or in any other area, can portray valid results today. The aim of the present paper was to evaluate validity and reliability of the short version of the Mental Effort Tolerance Questionnaire, a Swedish adaption of the NFC-scale made in 1991, which has not been previously evaluated. This study involved 420 young students, and the evaluation of reliability includes a study of temporal stability (test-retest), as well as internal stability. Further, the evaluation of validity includes construct and criterion validity. Regarding reliability, the results showed a test-retest reliability coefficient of .88 (n = 108), and an internal stability (Cronbach’s alpha) of .88 (n = 420). Evaluation of construct validity found evidence for a five factor dimensional structure (n = 420), discriminant validity to measures of general intelligence (r = .25; n = 122), working memory (r = .22; n =164), and the personality trait Grit (r = .26; n = 169). Finally, criterion validity was found for grades (r =.35; n =125). Overall, the results of the evaluation show that the inferences made from the results of the short version of the Swedish NFC-scale exhibits satisfactory reliability and validity, suggesting that the questionnaire can be used in educational contexts. The questionnaire might, however, benefit from being even more shortened.
|
|
| 38. |
- Sternäng, Ola, et al.
(författare)
-
Examination of the common cause account in a population-based longitudinal study with narrow age cohort design
- 2010
-
Ingår i: Gerontology. - : S. Karger AG. - 0304-324X .- 1423-0003. ; 56:6, s. 553-563
-
Tidskriftsartikel (refereegranskat)abstract
- Background: The common cause account suggests that there is a third factor causing aging effects in both sensory and cognitive functioning, hypothesized to be the integrity of the central nervous system [Lindenberger and Baltes; Psychol Aging 1994;9:339–355]. Importantly, the common cause account was developed based on cross-sectional data, which are especially biased by cohort effects. However, cohort effects can be controlled for in narrow age cohort (NAC) designs and by longitudinal examination. Findings from the few longitudinal studies that have studied the relation between age-related changes in sensory and cognitive functions are complex and give only partial support to the common cause account. Objective: The present paper examines the common cause account within a longitudinal setting. Method: Our study is unique in the sense that it tests the common cause account within a longitudinal NAC design using data from the Betula project. The participants (n = 1,057) were in the age range of 45–90 years. Results: The findings indicate that the relationship between sensory and memory functioning in both a longitudinal age-heterogeneous and a longitudinal NAC design are much weaker than that detected by an age-heterogeneous cross-sectional design. Conclusion: The demonstrated weak age-associated sensory-cognitive link raises questions regarding the explanatory value of the common cause account and related theoretical accounts for accounting for age-related cognitive changes.
|
|
| 39. |
- Stillesjö, Sara, 1989-, et al.
(författare)
-
Active math and grammar learning engages overlapping brain networks
- 2021
-
Ingår i: Proceedings of the National Academy of Sciences of the United States of America. - : National Academy of Sciences. - 0027-8424 .- 1091-6490. ; 118:46
-
Tidskriftsartikel (refereegranskat)abstract
- We here demonstrate common neurocognitive long-term memory effects of active learning that generalize over course subjects (mathematics and vocabulary) by the use of fMRI. One week after active learning, relative to more passive learning, performance and fronto-parietal brain activity was significantly higher during retesting, possibly related to the formation and reactivation of semantic representations. These observations indicate that active learning conditions stimulate common processes that become part of the representations and can be reactivated during retrieval to support performance. Our findings are of broad interest and educational significance related to the emerging consensus of active learning as critical in promoting good long-term retention.
|
|
| 40. |
- Wiklund-Hörnqvist, Carola, 1972-, et al.
(författare)
-
Retrieval practice facilitates learning by strengthening processing in both the anterior and posterior hippocampus
- 2021
-
Ingår i: Brain and Behavior. - : John Wiley & Sons. - 2162-3279 .- 2162-3279. ; 11
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction and Methods: A large number of behavioral studies show that retrieval practice is a powerful way of strengthening learning of new information. Repeated retrieval might support long‐term retention in a quantitative sense by inducing stronger episodic representations or in a qualitative sense by contributing to the formation of more gist‐like representations. Here we used fMRI to examine the brain bases related to the learning effects following retrieval practice and provide imaging support for both views by showing increased activation of anterior and posterior hippocampus regions during a delayed memory test.Results: Brain activity in the posterior hippocampus increased linearly as a function of number of successful retrievals during initial learning, whereas anterior hippocampus activity was restricted to items retrieved many but not few times during the learning phase.Conclusion: Taken together, these findings indicate that retrieval practice strengthens subsequent retention via "dual action" in the anterior and posterior hippocampus, possibly reflecting coding of individual experiences as well as integration and generalization across multiple experiences. Our findings are of educational significance by providing insight into the brain bases of a learning method of applied relevance.
|
|
| 41. |
- Wiklund-Hörnqvist, Carola, 1972-, et al.
(författare)
-
Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence
- 2022
-
Ingår i: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 12
-
Tidskriftsartikel (refereegranskat)abstract
- There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice benefits performance in individuals with low intrinsic motivation to spend time and effort on a given task, as measured by self-reported need for cognition (NFC). Here, we examined retrieval practice in relation to individual differences in NFC by combining behavioral and functional magnetic resonance imaging (fMRI) data. Using a within-subject design, upper-secondary school students (N = 274) learned a language-based material (Swahili-Swedish word-pairs), with half of the items by means of retrieval practice with feedback and half by study only. One week later, the students were tested on the word-pairs either in the classroom (n = 204), or in a fMRI scanner (n = 70). In both settings, a retrieval practice effect was observed across different levels of NFC (high or low). Relatedly, comparable fMRI effects were seen in both NFC subgroups. Taken together, our findings provide behavioral and brain-imaging evidence that retrieval practice is effective also for individuals with lower levels of NFC, which is of direct relevance for educational practice.
|
|
