Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Masha R. Jones"'
Exploring Age-Related Metamemory Differences using Modified Brier Scores and Hierarchical Clustering
Publikováno v:
Open Psychology, Vol 1, Iss 1, Pp 215-238 (2019)
Open psychology
Open psychology
Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs’ ability to assess their own memory functions—Metamemory (MM)— find little evidence that this function is susceptible to age-rela
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1dd54b7da77825f629eb612f55c71b71
https://doi.org/10.1515/psych-2018-0015
https://doi.org/10.1515/psych-2018-0015
Publikováno v:
Cognitive Training ISBN: 9783030392918
Asking whether a cognitive training program “works” does less to further research in the field than asking why a participant does or does not improve on training or transfer measures following the intervention. To better understand the divergent
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f4af7df3ce891c8474d6a17fb74a2a7a
https://doi.org/10.1007/978-3-030-39292-5_8
https://doi.org/10.1007/978-3-030-39292-5_8
Publikováno v:
Journal of Attention Disorders. 24:704-719
Objective: The efficacy of n-back training for children with attention deficit hyperactivity disorder (ADHD) was tested in a randomized controlled trial. Method: 41 children aged 7 to 14 years with ADHD were trained on an n-back task, and their perfo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4e9532877e5dcef397dc5f797fbc09ec
https://doi.org/10.1177/1087054718779230
https://doi.org/10.1177/1087054718779230
Autor:
Jin Kyoung Hwang, Carol McDonald Connor, Karen S. Taylor, Elham Zargar, Masha R. Jones, Taffeta Wood, Stephanie L. Day
Publikováno v:
Connor, Carol McDonald; Day, Stephanie L; Zargar, Elham; Wood, Taffeta S; Taylor, Karen S; Jones, Masha R; et al.(2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. COMPUTERS & EDUCATION, 128, 284-311. doi: 10.1016/j.compedu.2018.09.016. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/2tm8x59t
Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learn
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f012e8607211380dfe86c2e5486a760a
https://escholarship.org/uc/item/2tm8x59t
https://escholarship.org/uc/item/2tm8x59t
Publikováno v:
Educational Research Review. 31:100359
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca2dea4d23da6573827f647863a65170
https://doi.org/10.1016/j.edurev.2020.100359
https://doi.org/10.1016/j.edurev.2020.100359
Publikováno v:
Journal of attention disorders. 24(5)
The efficacy of n-back training for children with Attention Deficit Hyperactivity Disorder (ADHD) was tested in a randomized controlled trial. Forty-one children aged 7–14 with ADHD trained on an n-back task, and their performance was compared with
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::a089e10624add530474276ddc6a310e3
https://pubmed.ncbi.nlm.nih.gov/29877128
https://pubmed.ncbi.nlm.nih.gov/29877128
Publikováno v:
Cognitive Training ISBN: 9783319426600
Why do some people improve on untrained tasks following cognitive training while others do not? One possibility is that there are individual difference factors that play a key role in cognitive training outcomes. The present chapter examines a range
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df21dc7bd132f50b141a3eca1c420155
https://doi.org/10.1007/978-3-319-42662-4_15
https://doi.org/10.1007/978-3-319-42662-4_15