Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Danny Kostons"'
Autor:
Chris Visscher, Jaap Oosterlaan, Esther Hartman, Anne G M de Bruijn, Roel Bosker, Danny Kostons, Irene M.J. van der Fels
Publikováno v:
Journal of Sports Sciences, 38(15), 1806-1817. Routledge
Journal of Sports Sciences, 38(15), 1806-1817. Taylor & Francis Ltd
Journal of sports sciences, 38(15), 1806-1817. Routledge
De Bruijn, A G M, Kostons, D D N M, Van Der Fels, I M J, Visscher, C, Oosterlaan, J, Hartman, E & Bosker, R J 2020, ' Effects of aerobic and cognitively-engaging physical activity on academic skills : A cluster randomized controlled trial ', Journal of Sports Sciences, vol. 38, no. 15, pp. 1806-1817 . https://doi.org/10.1080/02640414.2020.1756680, https://doi.org/10.1080/02640414.2020.1756680
Journal of Sports Sciences, 38(15), 1806-1817. Taylor & Francis Ltd
Journal of sports sciences, 38(15), 1806-1817. Routledge
De Bruijn, A G M, Kostons, D D N M, Van Der Fels, I M J, Visscher, C, Oosterlaan, J, Hartman, E & Bosker, R J 2020, ' Effects of aerobic and cognitively-engaging physical activity on academic skills : A cluster randomized controlled trial ', Journal of Sports Sciences, vol. 38, no. 15, pp. 1806-1817 . https://doi.org/10.1080/02640414.2020.1756680, https://doi.org/10.1080/02640414.2020.1756680
This cluster randomized controlled trial (trial-number #) compares effects of two school-based physical activity interventions (aerobic vs. cognitively-engaging) on reading, mathematics, and spelling achievement; and whether effects are influenced by
Autor:
Roel Bosker, Remco J. Renken, A.G.M. de Bruijn, Joanne Smith, Anna Meijer, Esther Hartman, Jaap Oosterlaan, I. M. J. van der Fels, Marsh Königs, Danny Kostons, Chris Visscher
Publikováno v:
Brain and Cognition, 155:105812. Academic Press Inc.
Brain and cognition, 155:105812. Academic Press Inc.
De Bruijn, A G M, Van Der Fels, I M J, Renken, R J, Königs, M, Meijer, A, Oosterlaan, J, Kostons, D D N M, Visscher, C, Bosker, R J, Smith, J & Hartman, E 2021, ' Differential effects of long-term aerobic versus cognitively-engaging physical activity on children’s visuospatial working memory related brain activation: A cluster RCT ', Brain and Cognition, vol. 155, 105812, pp. 105812 . https://doi.org/10.1016/j.bandc.2021.105812
Brain and Cognition, 155:105812. ACADEMIC PRESS INC ELSEVIER SCIENCE
Brain and cognition, 155:105812. Academic Press Inc.
De Bruijn, A G M, Van Der Fels, I M J, Renken, R J, Königs, M, Meijer, A, Oosterlaan, J, Kostons, D D N M, Visscher, C, Bosker, R J, Smith, J & Hartman, E 2021, ' Differential effects of long-term aerobic versus cognitively-engaging physical activity on children’s visuospatial working memory related brain activation: A cluster RCT ', Brain and Cognition, vol. 155, 105812, pp. 105812 . https://doi.org/10.1016/j.bandc.2021.105812
Brain and Cognition, 155:105812. ACADEMIC PRESS INC ELSEVIER SCIENCE
Different types of physical activity are thought to differentially affect children's brain activation, via physiological mechanisms, or by activating similar brain areas during physical and cognitive tasks. Despite many behavioral studies relying on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::50436bbf0964393cb083be7997fbfe5f
https://research.vu.nl/en/publications/b7f82410-adb9-4407-9555-4583ddd142fd
https://research.vu.nl/en/publications/b7f82410-adb9-4407-9555-4583ddd142fd
Autor:
Chris Visscher, Jaap Oosterlaan, A.G.M. de Bruijn, I. M. J. van der Fels, Esther Hartman, Danny Kostons, Roel Bosker
Publikováno v:
Psychology of Sport and Exercise, 43, 200-209. Elsevier BV
de Bruijn, A G M, Kostons, D D N M, van der Fels, I M J, Visscher, C, Oosterlaan, J, Hartman, E & Bosker, R J 2019, ' Importance of aerobic fitness and fundamental motor skills for academic achievement ', Psychology of Sport and Exercise, vol. 43, pp. 200-209 . https://doi.org/10.1016/j.psychsport.2019.02.011
Psychology of Sport and Exercise, 43, 200-209. Elsevier
de Bruijn, A G M, Kostons, D D N M, van der Fels, I M J, Visscher, C, Oosterlaan, J, Hartman, E & Bosker, R J 2019, ' Importance of aerobic fitness and fundamental motor skills for academic achievement ', Psychology of Sport and Exercise, vol. 43, pp. 200-209 . https://doi.org/10.1016/j.psychsport.2019.02.011
Psychology of Sport and Exercise, 43, 200-209. Elsevier
ObjectivesAerobic fitness and fundamental motor skills have both been related to children’s academic achievement. Results of studies that have simultaneously related aerobic fitness and fundamental motor skills to academic achievement have provided
Autor:
A.G.M. de Bruijn, Roel Bosker, Chris Visscher, Remco J. Renken, Anna Meijer, Joanne Smith, Jaap Oosterlaan, Irene M.J. van der Fels, Marsh Königs, Danny Kostons, Esther Hartman
Publikováno v:
Cognitive, Affective and Behavioral Neuroscience, 20(4), 842-858. Springer New York
van der Fels, I M J, de Bruijn, A G M, Renken, R J, Königs, M, Meijer, A, Oosterlaan, J, Kostons, D D N M, Visscher, C, Bosker, R J, Smith, J & Hartman, E 2020, ' Relationships between gross motor skills, cardiovascular fitness, and visuospatial working memory-related brain activation in 8-to 10-year-old children ', Cognitive, Affective and Behavioral Neuroscience, vol. 20, no. 4, pp. 842-858 . https://doi.org/10.3758/s13415-020-00805-5
Cognitive affective & behavioral neuroscience, 20(4), 842-858. SPRINGER
Cognitivem affective & behavioral neuroscience, 20(4), 842-858. Springer New York
Cognitive, Affective & Behavioral Neuroscience
van der Fels, I M J, de Bruijn, A G M, Renken, R J, Königs, M, Meijer, A, Oosterlaan, J, Kostons, D D N M, Visscher, C, Bosker, R J, Smith, J & Hartman, E 2020, ' Relationships between gross motor skills, cardiovascular fitness, and visuospatial working memory-related brain activation in 8-to 10-year-old children ', Cognitive, Affective and Behavioral Neuroscience, vol. 20, no. 4, pp. 842-858 . https://doi.org/10.3758/s13415-020-00805-5
Cognitive affective & behavioral neuroscience, 20(4), 842-858. SPRINGER
Cognitivem affective & behavioral neuroscience, 20(4), 842-858. Springer New York
Cognitive, Affective & Behavioral Neuroscience
Relationships between gross motor skills and cardiovascular fitness with visuospatial working memory (VSWM) in children are hypothesized to be mediated by underlying functional brain mechanisms. Because there is little experimental evidence to suppor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1cdb5536a00b60abc6f639e82ea73403
https://research.vumc.nl/en/publications/41358585-6f84-41e4-8bd9-0016b78dd9c9
https://research.vumc.nl/en/publications/41358585-6f84-41e4-8bd9-0016b78dd9c9
Publikováno v:
Educational Research Review, 24, 98-115. ELSEVIER SCI LTD
Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruc
Publikováno v:
Journal of Experimental Child Psychology, 167, 204-221. ELSEVIER SCIENCE INC
Physical fitness seems to be related to academic performance, at least when taking the role of executive functioning into account. This assumption is highly relevant for the vulnerable population of low academic achievers because their academic perfo
Publikováno v:
Assessment & Evaluation in Higher Education, 43(8), 1258-1271. Routledge
Peer feedback often has positive effects on student learning processes and outcomes. However, students may not always be honest when giving and receiving peer feedback as they are likely to be biased due to peer relations, peer characteristics and pe
Publikováno v:
Educational Research Review. 11:1-26
In this meta-analysis the results of studies on learning strategy instruction focused on improving self-regulated learning were brought together to determine which specific strategies were the most effective in increasing academic performance. The me
Publikováno v:
Kostons, D, Van Gog, T & Paas, F 2012, ' Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning ', Learning and Instruction, vol. 22, no. 2, pp. 121-132 . https://doi.org/10.1016/j.learninstruc.2011.08.004
Learning and Instruction, 22, 121-132. Elsevier
Learning and Instruction, 22(2), 121-132. PERGAMON-ELSEVIER SCIENCE LTD
Learning and Instruction, 22, 121-132. Elsevier
Learning and Instruction, 22(2), 121-132. PERGAMON-ELSEVIER SCIENCE LTD
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have diffi
Publikováno v:
Computers & Education, 54, 932-940. PERGAMON-ELSEVIER SCIENCE LTD
Computers & Education, 54, 932-940. Elsevier Ltd.
Computers & Education, 54, 932-940. Elsevier Ltd.
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students - especially novices - might not able to accurately assess the