Does Chess Training Affect Meta-Cognitive Processes and Academic Performance?

2021 ◽  
pp. 19-32
Author(s):  
Carla Meloni ◽  
Rachele Fanari
Keyword(s):  
Academic Performance ◽  
Cognitive Processes

scholarly journals Assessing the Effectiveness of Differentiated Instructional Approaches for Teaching Math to Preschoolers with Different Levels of Executive Functions

2020 ◽  
Vol 10 (7) ◽  
pp. 181
Author(s):  
Aleksander N. Veraksa ◽  
Margarita S. Aslanova ◽  
Daria A. Bukhalenkova ◽  
Nikolay E. Veraksa ◽  
Liudmila Liutsko
Keyword(s):  
Academic Performance ◽  
Executive Functions ◽  
Cognitive Processes ◽  
Short Term Memory ◽  
Optimal Path ◽  
Teaching Mathematics ◽  
Contextual Approach ◽  
Instructional Approaches ◽  
Short Term ◽  
Different Levels

Previous studies have found that the development of mathematical abilities, along with the development of executive functions, predict students’ subsequent academic performance. The present study aimed to assess the effectiveness of teaching the concept of area to preschool children with different levels of cognitive processes (CP) including executive functions and short-term memory. The experiment introduced the concept by using three different instructional approaches: traditional, contextual, and modeling. The sample included 100 children aged 6–7 years (M = 6.5 years), of whom 43% were boys. Each experimental condition included children with low, middle, and high levels of CP, as determined based on the NEPSY-II subtests. The children with low CP levels showed higher results in assimilating the notion of area after being taught using the contextual approach. In contrast, children with high CP levels showed a higher mastery of the concept of area following the use of the modeling approach. The results suggest the importance of CP development in building ways of mastering mathematical content. This contributes to choosing the optimal path of teaching mathematics for preschoolers, taking into account the development of their cognitive processes to improve their academic performance.

scholarly journals Relationship between cognitive processes and academic performance in high school students

Psychologia ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 85-100
Author(s):  
Laura Puerta
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Cognitive Processes ◽  
Sustained Attention ◽  
Verbal Memory ◽  
Visual Memory ◽  
Verbal Learning ◽  
School Students ◽  
Cross Sectional

The purpose of this investigation was to determine the relationship between the cognitive processes and the academic performance by a non-experimental correlational study with a cross-sectional design. Participants were 60 students between 14 and 17 years old, who were randomly selected from high school tenth grade without a history of personality disorder or intellectual disability. Academic performance was evaluated from the school average reported by educational documents. Cognitive processes measured were: focused and sustained attention, cognitive flexibility and inhibitory control, delayed visual memory, auditory verbal learning and delayed auditory verbal memory, visualconstructive praxis, naming function of language and verbal fluency. A neuropsychological battery was used for that purpose. According to the Rho Spearman, the results indicated that there is a statistically significant relationship between the two following cognitive processes and academic performance: sustained attention (p=0.01) and the naming function of language (p=0.05).

scholarly journals Mindfulness and self-efficacy in pain perception, stress and academic performance. The influence of mindfulness on cognitive processes

2019 ◽  
Vol Volume 12 ◽  
pp. 565-574 ◽  
Author(s):  
Andrea Margaret Firth ◽  
Ingvild Cavallini ◽  
Stefan Sütterlin ◽  
Ricardo Gregorio Lugo
Keyword(s):  
Academic Performance ◽  
Cognitive Processes ◽  
Self Efficacy ◽  
Pain Perception

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Role of an Academic Performance Committee

1969 ◽  
Vol 33 (1) ◽  
pp. 101-104
Author(s):  
JC Hickey ◽  
MT Romano ◽  
RK Jarecky
Keyword(s):  
Academic Performance

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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