Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children’s planning performance

2022 ◽  
Vol 213 ◽  
pp. 105255
Author(s):  
Susanne Enke ◽  
Catherine Gunzenhauser ◽  
Robert Hepach ◽  
Julia Karbach ◽  
Henrik Saalbach
Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Dejan Lalovic

A review of the literature was conducted to examine the role of elementary verbal processes on the expression of psychometrically assessed verbal intellectual ability. The review was organized with respect to level of language organization, so that the importance of the role of individual differences in elementary cognitive processing of sublexical and lexical language elements, as well as of sentences and discourse, respectively, on verbal intellectual ability was examined. It was concluded that further study of the role of elementary verbal processes on verbal intellectual ability appears to be a promising means, though certainly not the only means by which, to more fully understand complex cognitive abilities like verbal ability.


2007 ◽  
Author(s):  
Elizabeth Ranslow ◽  
Kim Lyon-Pratt ◽  
Amanda Ferrier ◽  
Katharine Elliott ◽  
Alexandra Macdonald ◽  
...  

Nutrients ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 586 ◽  
Author(s):  
Hamilton Roschel ◽  
Bruno Gualano ◽  
Sergej M. Ostojic ◽  
Eric S. Rawson

There is a robust and compelling body of evidence supporting the ergogenic and therapeutic role of creatine supplementation in muscle. Beyond these well-described effects and mechanisms, there is literature to suggest that creatine may also be beneficial to brain health (e.g., cognitive processing, brain function, and recovery from trauma). This is a growing field of research, and the purpose of this short review is to provide an update on the effects of creatine supplementation on brain health in humans. There is a potential for creatine supplementation to improve cognitive processing, especially in conditions characterized by brain creatine deficits, which could be induced by acute stressors (e.g., exercise, sleep deprivation) or chronic, pathologic conditions (e.g., creatine synthesis enzyme deficiencies, mild traumatic brain injury, aging, Alzheimer’s disease, depression). Despite this, the optimal creatine protocol able to increase brain creatine levels is still to be determined. Similarly, supplementation studies concomitantly assessing brain creatine and cognitive function are needed. Collectively, data available are promising and future research in the area is warranted.


2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.


2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.


2008 ◽  
pp. 1248-1261
Author(s):  
Hayward P. Andres

Organizations are faced with increasing costs needed to train employees in today’s high technology environment. Educators are also striving to develop new training and teaching methods that will yield optimal learning transfer and complex skill acquisition. This study suggests that trainee/learner cognitive processing capacity, information presentation format and complexity, and multimedia technology should be leveraged in order to minimize training duration and costs and maximize knowledge transfer. It presents a causal model of how multimedia and information complexity interact to influence sustained attention, mental effort and information processing quality, all of which subsequently impact comprehension and learner confidence and satisfaction outcomes. Subjects read a text script, viewed an acetate overhead slide presentation containing text-with-graphics, or viewed a multimedia presentation depicting the greenhouse effect (low complexity) or photocopier operation (high complexity). Causal path analysis results indicated that presentation media (or format) had a direct impact on sustained attention, mental effort, information processing quality, comprehension, and learner confidence and satisfaction. Information complexity had direct effects on sustained attention, mental effort and information processing quality. Finally, comprehension and learner confidence and satisfaction were both influenced through an intervening sequence of sustained attention, mental effort and information processing quality.


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