التضارب المعرفي في الذاكرة العاملة وعلاقته بالوظائف المعرفية التنفيذية وسرعة المعالجة العصبية لدى طلاب وطالبات المرحلتين المتوسطة والثانوية بالمدينة المنورة = Cognitive Conflict in Working Memory and Its Relation to the Executive Cognitive Functions and Neural Processing Speed among Intermediate and High School Students in Al-Madinah

2017 ◽  
Vol N.A (13) ◽  
pp. 241-320
Author(s):  
مروان بن علي الحربي
Keyword(s):  
High School ◽  
Working Memory ◽  
High School Students ◽  
Processing Speed ◽  
Cognitive Functions ◽  
Cognitive Conflict ◽  
Neural Processing ◽  
School Students ◽  
Executive Cognitive Functions

scholarly journals Neurocognitive study of school performance among Moroccan high school students: The role of working memory

2019 ◽  
Vol 13 (2) ◽  
pp. 232-237
Author(s):  
Aziz Eloirdi ◽  
Ahmed Ahami ◽  
Khaoula Mammad
Keyword(s):  
High School ◽  
Working Memory ◽  
High School Students ◽  
School Performance ◽  
School Students ◽  
First Semester ◽  
Complex Figure ◽  
Neurocognitive Profile ◽  
Figure Test

ABSTRACT. The Moroccan school system suffers from recurring dysfunctions as reported by the National Evaluation Body (NEB). These results lead to the degradation of learning and academic performance, in which several factors come into play. In Morocco, studies focusing on the neurocognitive profile of students and its influence on school performance are very limited or rare. In this context, the present study aims to study the role of working memory in school performance among Moroccan high school students. Methods: our sample contains 146 high school students. A total of 78 boys and 68 girls participated in this study and the numerical version of The Rey-Osterrieth Complex Figure test (ROCF) was used to assess working memory. Moreover, school performance is represented in this study by the mean obtained during the first semester. Results: the results of multiple linear regression revealed that working memory significantly explains variation in school performance. Conclusion: neuropsychological abilities, particularly working memory, significantly explain the deterioration in school performance of students reported by the National Evaluation Body.

scholarly journals The effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students

2020 ◽  
pp. 79-115
Author(s):  
علي المنتشري
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Cognitive Conflict ◽  
Persuasive Writing ◽  
Habits Of Mind ◽  
Control Group ◽  
School Students ◽  
Conflict Strategy ◽  
Experimental Group

The study aimed to identify the effectiveness of cognitive conflict strategy in the development of persuasive writing skills and some habits of mind among high school students. To achieve the study objectives, the researcher employed two research methods: descriptive analytical method and experimental method (quasi-experimental design). The researcher designed six tools and research materials to conduct the study and to collect data, which are: a list of persuasive writing skills, a test of persuasive writing skills accompanied with a suitable grading rubric, a list of habits of mind, a test of habits of mind accompanied with a suitable grading rubric, student’s book, and teacher's guide. The sample of the study was selected randomly and consisted of (70) students. The participants were divided into two groups: a control group which was consisted of (35) students, and an experimental group which was consisted of (35) students. The data were analyzed through the use of several statistical techniques including means, standard deviations, Pearson correlation coefficient, T-test for independent groups, Eta coefficient and Black modified gain ratio. The results of the study revealed that There was a positive correlation on the experimental group students' performance of the post-tests for persuasive writing skills and habits of mind (perseverance, flexible thinking, questioning, posing problems and thinking & communicating clearly. Based on the results, the study recommended the designers of curricula to benefit from the conducted lists of persuasive writing skills and habits of mind.

The Relation of Cognitive Activities and Students Comprehension to Spatial Isomorphism Diagram of Plant Anatomy in Senior High School

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
High School ◽  
Working Memory ◽  
High School Students ◽  
Descriptive Study ◽  
Plant Anatomy ◽  
Senior High School ◽  
School Students ◽  
Anatomical Structures ◽  
Cognitive Activities ◽  
Senior High School Students

Studying complex and abstract plant anatomy, the use of isomorphism diagram is one way to help students to understand the concepts. When studying diagram, students surely involve complex cognitive activities. One of The students’ successes in understanding the various concepts contained in the diagram, can be determined by cognitive activities that occur in working memory. This research is a descriptive study which includes 10 senior high school students in Bandung. The research aims to analyze the relation between cognitive activities and students’ comprehension towards spatial isomorphism diagrams of plant anatomy. The students are asked to analyze the spatial isomorphism diagrams of plant anatomical structures. Then, the students will be given questions to measure the level of comprehension after learning spatial isomorphism diagrams. The result shows that there are five kinds of cognitive activities when students study spatial isomorphism diagram. Those are activating prior knowledge, identifying images, comparing images, interpreting symbols, and drawing conclusion. Hence, there are several students who have low abilities, they only have two kinds of cognitive activities. This is in accordance with the level of students’ understanding of plant anatomy in the medium to low categories. The result shows that the type of cognitive activities that students have contributes the students’ conprehension of plant anatomy.

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