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Appel M, Hasin D, Farah R, Horowitz-Kraus T. Greater utilization of executive functions networks when listening to stories with visual stimulation is related to lower reading abilities in children. Brain Cogn 2024; 177:106161. [PMID: 38696928 DOI: 10.1016/j.bandc.2024.106161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 03/31/2024] [Accepted: 04/16/2024] [Indexed: 05/04/2024]
Abstract
Narrative comprehension relies on basic sensory processing abilities, such as visual and auditory processing, with recent evidence for utilizing executive functions (EF), which are also engaged during reading. EF was previously related to the "supporter" of engaging the auditory and visual modalities in different cognitive tasks, with evidence of lower efficiency in this process among those with reading difficulties in the absence of a visual stimulus (i.e. while listening to stories). The current study aims to fill out the gap related to the level of reliance on these neural circuits while visual aids (pictures) are involved during story listening in relation to reading skills. Functional MRI data were collected from 44 Hebrew-speaking children aged 8-12 years while listening to stories with vs without visual stimuli (i.e., pictures). Functional connectivity of networks supporting reading was defined in each condition and compared between the conditions against behavioral reading measures. Lower reading skills were related to greater functional connectivity values between EF networks (default mode and memory networks), and between the auditory and memory networks for the stories with vs without the visual stimulation. A greater difference in functional connectivity between the conditions was related to lower reading scores. We conclude that lower reading skills in children may be related to a need for greater scaffolding, i.e., visual stimulation such as pictures describing the narratives when listening to stories, which may guide future intervention approaches.
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Affiliation(s)
- Michal Appel
- Department of Biomedical Engineering, Technion - IIT, Haifa, Israel
| | - Daria Hasin
- Department of Biomedical Engineering, Technion - IIT, Haifa, Israel
| | - Rola Farah
- Department of Biomedical Engineering, Technion - IIT, Haifa, Israel; Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion - IIT, Haifa, Israel
| | - Tzipi Horowitz-Kraus
- Department of Biomedical Engineering, Technion - IIT, Haifa, Israel; Educational Neuroimaging Group, Faculty of Education in Science and Technology, Technion - IIT, Haifa, Israel.
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2
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Liu C, Fang M, Wang M, Wu Y, Chen W, Cheng Y. The Effects of Peer Competition-Induced Anxiety on Massive Open Online Course Learning: The Mediating Role of the Behavioral Inhibition System. Behav Sci (Basel) 2024; 14:324. [PMID: 38667120 PMCID: PMC11047602 DOI: 10.3390/bs14040324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2024] [Revised: 04/07/2024] [Accepted: 04/11/2024] [Indexed: 04/29/2024] Open
Abstract
With the increased emphasis on competition in academic settings, anxiety is becoming more common, which inevitably has some impact on students' learning processes and results. This study aimed to explore how competition-induced anxiety influences students' subjective cognitive load (SCL), attention levels, and test scores. We also investigated the mediating role of the behavioral inhibition system/behavioral activation system (BIS/BAS) in those factors. A total of 101 college students were recruited in Study 1 to learn from five micro-lectures from massive open online courses (MOOCs) under competitive and non-competitive conditions. The results showed that participants' state anxiety (SA) scores were higher after the experiment, participants under the competition condition had higher test scores, and the relationship between SA/ trait anxiety (TA) and SCL could be mediated by the BIS. To obtain more objective data on learning processes (attention levels), we conducted Study 2, which collected behavioral and EEG data from 42 college students during the online learning. The results showed that the competition group had higher SA, lower attention levels, and worse test scores, and the relationship between SA/TA and attention levels could be mediated through the BIS. The present study not only expands previous research by finding that BIS functioning plays an important role in the effects of anxiety on cognitive load and attention but also offers implications for using competitive strategies to motivate students according to their aptitudes.
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Affiliation(s)
- Cui Liu
- College of Teacher Education, Ningbo University, Ningbo 315211, China; (C.L.); (M.F.); (M.W.)
| | - Mengzhen Fang
- College of Teacher Education, Ningbo University, Ningbo 315211, China; (C.L.); (M.F.); (M.W.)
| | - Min Wang
- College of Teacher Education, Ningbo University, Ningbo 315211, China; (C.L.); (M.F.); (M.W.)
| | - Yifang Wu
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing 100875, China;
| | - Wen Chen
- College of Teacher Education, Ningbo University, Ningbo 315211, China; (C.L.); (M.F.); (M.W.)
- Center of Group Behavior and Social Psychological Service, Ningbo University, Ningbo 315211, China
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Yahua Cheng
- School of Government, Shanghai University of Political Science and Law, Shanghai 201701, China;
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Kuracki K, Dłużniewska A. Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support. PLoS One 2023; 18:e0294255. [PMID: 37948386 PMCID: PMC10637682 DOI: 10.1371/journal.pone.0294255] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 10/29/2023] [Indexed: 11/12/2023] Open
Abstract
Despite numerous studies on dyslexia, there is still a lack of empirical data on the factors determining the functioning of students with dyslexia in the context of written exams. Therefore, the aim of the study is to identify the relationship between sources of stress in an exam situation and the reported use of reading strategies by dyslexic students in terms of motivation and therapeutic interventions in the educational environment. This descriptive-analytical study used data from a larger project focused on children with and without dyslexia. The research sample (n = 640) included girls (n = 280) and boys (n = 360) aged between 14 and 15 years (M = 14.40, SD = 0.55), attending the 7th or 8th grade in Polish mainstream primary schools. Random and intentional sampling was used. All students completed four questionnaires. The results were analyzed using regression analysis in Model templates for PROCESS v4 for SPSS by Hayes. The study showed significant weak and moderate positive correlations between the sources of exam stress and the reading strategies reported by students, ranging from 0.186 to 0.570, as well as significant moderate and strong correlations between reading strategies and experienced educational support, ranging from 0.229 to 0.505, and between reading strategies and motivation to read, ranging from 0.582 to 0.701. The type of stress source significantly influenced the selection of specific reading strategies. Motivation acted as a mediator, while educational support was a moderator in the relationship between exam stress and the reported use of reading strategies. Based on our results, the source of stress may be perceived as factors activating metacognitive mechanisms aimed at selecting appropriate strategies for working with texts. Researchers and teachers should be aware of the need to undertake activities to support students with dyslexia focused on developing the ability to recognize the sources of exam stress and select effective coping strategies.
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Affiliation(s)
- Kamil Kuracki
- Cardinal Stefan Wyszyński University in Warsaw, Warsaw, Poland
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Kuzmičová A, Supa M, Nekola M. Children's perspectives on being absorbed when reading fiction: A Q methodology study. Front Psychol 2022; 13:966820. [PMID: 36275222 PMCID: PMC9583005 DOI: 10.3389/fpsyg.2022.966820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 09/15/2022] [Indexed: 11/29/2022] Open
Abstract
Research in the intersections of literature, media, and psychology increasingly examines the absorbing story experiences of adult readers, typically relying on quantitative self-report questionnaires. Meanwhile, little work has been done to explore how being "lost in a book" is experienced by children, despite the phenomenon's importance for literacy education. Such work requires tools that are more inductive and child-centered than questionnaires. We have conducted a Q methodology study with participants aged 9-12 (n = 28), exploring how it feels for them when the mind and body are attuned to a story and how different facets of absorption (e.g., mental imagery, emotional engagement) inform the experience. Participants numerically sorted 24 cards expressing inner states and expectations relating to book-length fiction reading and were subsequently interviewed regarding their sorting choices. The cards were generated inductively based on preliminary research (focus groups, individual interviews, observations). By-person factor analysis of the sortings combined with reflective thematic analysis of the post-sorting interviews revealed four distinct reader subjectivities, or perspectives: Growth, Confirmation, Attachment and Mental Shift. Crucially, the children in these groups differed as to prominent dimensions of absorption but also as to the overall place of reading in their inner and everyday lives. Based on the four perspectives, we demonstrate that children have varied ways of being absorbed when reading fiction, and reflect on the affordances of Q methodology as a suitable child-centered approach to studying the subjective experiences of reading.
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Affiliation(s)
- Anežka Kuzmičová
- Institute of Czech Language and Theory of Communication, Faculty of Arts, Charles University, Prague, Czechia
| | - Markéta Supa
- Institute of Communication Studies and Journalism, Faculty of Social Sciences, Charles University, Prague, Czechia
| | - Martin Nekola
- Institute of Sociological Studies, Faculty of Social Sciences, Charles University, Prague, Czechia
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What shapes a parasocial relationship in RVGs? The effects of avatar images, avatar identification, and romantic jealousy among potential, casual, and core players. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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6
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Pratt SM, Hodges TS. The Think-Aloud Observation Protocol: Developing a Literacy Instruction Tool for Teacher Reflection and Growth. READING PSYCHOLOGY 2022. [DOI: 10.1080/02702711.2022.2126572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Sharon M. Pratt
- School of Education, Indiana University Northwest, Gary, Indiana, USA
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YILDIZ D, DİVRİK D, ÖZÇELİK B, AKTAŞ AT. Ortaöğretim Öğrencilerinin Üst Düzey Okuduğunu Anlama Becerilerinin İncelenmesi. ANA DILI EĞITIMI DERGISI 2022; 10:575-597. [DOI: 10.16916/aded.1104406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
Bu çalışmanın amacı, öğrencilerin üst düzey okuduğunu anlama becerilerini farklı değişkenlere göre incelemek ve yanlış cevapların nedenlerini belirlemektir. Karma yönteme dayanan bu araştırma, açımlayıcı desenle gerçekleştirilmiştir. Veriler “Üst Düzey Okuduğunu Anlama Becerileri Başarı Testi” aracılığıyla toplanmıştır. Nicel verilerin analizinde betimsel ve ilişkisel istatistikler, nitel verilerin analizinde doküman incelemesi kullanılmıştır. Araştırmanın katılımcıları amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği kullanılarak belirlenen 312 ortaöğretim ikinci sınıf öğrencisidir. Bulgulara göre öğrencilerin başarı testinden aldıkları puanların düşük olduğu; üst düzey okuduğunu anlama becerilerinin, cinsiyet değişkenine göre anlamlı farklılık göstermediği; ders notları ile üst düzey okuduğunu anlama başarı puanları arasında pozitif yönde ve düşük düzeyde ilişkiler bulunduğu; internette ve bilişsel oyunlarda nispeten fazla vakit geçirenlerin üst düzey okuduğunu anlama becerilerinin daha yüksek olduğu belirlenmiştir. Öğrencilerin cevapları analiz edildiğinde sorunun çözümüne ulaşabilmeleri için çıkarımda bulunmalarını sağlayacak karşılaştırmalar yapma, analiz etme ve yorumlayabilme becerilerini kullanamadıkları; yanlış cevaplar verdikleri soruların büyük oranda süreksiz metinleri içeren sorular olduğu belirlenmiştir.
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Affiliation(s)
- Derya YILDIZ
- Necmettin Erbakan Üniversitesi A.K.Eğitim Fakültesi, Türkçe Eğitimi Ana Bilim Dalı
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Yuan Y, Guoyuan T. An Empirical Study on Imagery and Emotional Response in Chinese Poetry Translation—The Visual Grammar Perspective. Front Psychol 2022; 13:872497. [PMID: 35903722 PMCID: PMC9321637 DOI: 10.3389/fpsyg.2022.872497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 06/13/2022] [Indexed: 11/16/2022] Open
Abstract
The study investigated the evocation of mental imagery and emotional responses when English–Chinese bilinguals read classic Chinese poems and their English translations to examine (1) the target readers' formation of non-verbal text representations of Chinese poetry and (2) whether different translations affect the target readers' imagery cognition. A total of 20 English–Chinese speaker students enrolled in a Chinese university read a classic Chinese poem in Chinese and its four versions of translation in English. Through questionnaires and interviews, participants rated the visualized words used in the poems for the degree of mental imagery and emotional response evoked based on three indicators of narrative process, salience value, and emotive validity in the theoretical framework of visual grammar. Results showed considerable individual variances in the cognitive differences in forming mental imagery in all versions of the poems and there were also effects of translation strategy. Moreover, visual language information in poetry reading and its translations evoked different emotional responses depending on the use of visual words with cultural features. Our study demonstrates the applicability and accessibility of visual language in describing different readers' mental imagery and the interrelation and interaction between the poetry language system and the emotional, social, and cultural contexts involved in poetry translation.
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Affiliation(s)
- Yuan Yuan
- School of Foreign Languages, Central South University, Changsha, China
| | - Tu Guoyuan
- Faculty of Foreign Languages, Ningbo University, Ningbo, China
- *Correspondence: Tu Guoyuan
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9
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Mak M, de Vries C, Willems RM. The Influence of Mental Imagery Instructions and Personality Characteristics on Reading Experiences. COLLABRA: PSYCHOLOGY 2020. [DOI: 10.1525/collabra.281] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023] Open
Abstract
It is well established that readers form mental images when reading a narrative. However, the consequences of mental imagery (i.e. the influence of mental imagery on the way people experience stories) are still unclear. Here we manipulated the amount of mental imagery that participants engaged in while reading short literary stories in two experiments. Participants received pre-reading instructions aimed at encouraging or discouraging mental imagery. After reading, participants answered questions about their reading experiences. We also measured individual trait differences that are relevant for literary reading experiences. The results from the first experiment suggests an important role of mental imagery in determining reading experiences. However, the results from the second experiment show that mental imagery is only a weak predictor of reading experiences compared to individual (trait) differences in how imaginative participants were. Moreover, the influence of mental imagery instructions did not extend to reading experiences unrelated to mental imagery. The implications of these results for the relationship between mental imagery and reading experiences are discussed.
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Affiliation(s)
- Marloes Mak
- Centre for Language Studies, Radboud University Nijmegen, Erasmusplein, Nijmegen, NL
| | - Clarissa de Vries
- Centre for Language Studies, Radboud University Nijmegen, Erasmusplein, Nijmegen, NL
| | - Roel M. Willems
- Centre for Language Studies, Radboud University Nijmegen, Erasmusplein, Nijmegen, NL
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Kapittelweg, Nijmegen, NL
- Max Planck Institute for Psycholinguistics, Nijmegen, Wundtlaan, Nijmegen, NL
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Farah R, Greenwood P, Dudley J, Hutton J, Ammerman RT, Phelan K, Holland S, Horowitz-Kraus T. Maternal depression is associated with altered functional connectivity between neural circuits related to visual, auditory, and cognitive processing during stories listening in preschoolers. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2020; 16:5. [PMID: 32340619 PMCID: PMC7187503 DOI: 10.1186/s12993-020-00167-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/24/2019] [Accepted: 04/19/2020] [Indexed: 11/10/2022]
Abstract
BACKGROUND Maternal depression can influence the early activity of a mother reading stories to a young child, as depressed mothers are less likely to read to their children. Here, maternal depression association to neurobiological circuitry of narrative comprehension, visualization, and executive functions during stories listening was examined in 21 4-year-old girls and their mothers. Maternal depression scores were collected from the mothers, and functional MRI during stories listening was collected from the children. RESULTS Increased maternal depression was related to decreased functional connectivity between visualization and auditory regions and increased connectivity between the right visual cortex and dorsolateral prefrontal cortex in the children. CONCLUSIONS This study highlights the need to monitor maternal depression and provide interventions to ensure positive linguistic outcomes in children.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel
| | - Paige Greenwood
- Reading and Literacy Discovery Center, General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Johnathan Dudley
- Reading and Literacy Discovery Center, General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - John Hutton
- Reading and Literacy Discovery Center, General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
- Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Robert T Ammerman
- Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Kieran Phelan
- The Permanente Medical Group, San Rafael Pediatrics, San Rafael, CA, USA
| | - Scott Holland
- Department of Physics, University of Cincinnati, Cincinnati, OH, USA
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Faculty of Biomedical Engineering, Technion, Haifa, Israel.
- Reading and Literacy Discovery Center, General and Community Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
- Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, OH, USA.
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, 45229-3039, USA.
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de Koning BB, Rop G, Paas F. Learning from split-attention materials: Effects of teaching physical and mental learning strategies. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101873] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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12
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Hupp JM, Jungers MK, Porter BL, Plunkett BA. The Implied Shape of an Object in Adults’ and Children’s Visual Representations. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1741362] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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13
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Dockx J, Bellens K, De Fraine B. Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education. Front Psychol 2020; 10:2959. [PMID: 32038368 PMCID: PMC6986474 DOI: 10.3389/fpsyg.2019.02959] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2019] [Accepted: 12/13/2019] [Indexed: 11/18/2022] Open
Abstract
This study assessed whether textbooks affect academic performance and engagement in reading comprehension in primary education in Flanders (Belgium). The data of the Progress in International Reading Literacy Study 2016 and a reassessment of this study in 2018 were used to describe students’ learning progress in reading comprehension and evolution in engagement between the fourth and sixth grade. The sample consisted of 3051 students in 98 schools. The averages of students’ learning progress and engagement were compared for five textbooks by using multilevel autoregression model and multilevel change score models. Contrasts between textbooks in average learning progress and engagement were also estimated. To control for differences between student populations that are educated with the different textbooks, we controlled for student’s socioeconomic status, language and initial academic performance in fourth grade at the student- and school-level. The main hypotheses were that textbooks affect learning progress and reading engagement. This was based on the literature and prior (mainly) cross-sectional research which describe textbooks as playing an important role in the curriculum that is taught to students on a daily basis. The results of both models showed that textbooks do not affect student’s average learning progress in reading comprehension and evolution in engagement between the fourth grade and sixth grade in Flanders. Hence, the hypotheses were rejected.
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Affiliation(s)
- Jonas Dockx
- Centre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium
| | - Kim Bellens
- Methodology of Educational Sciences Research Group, KU Leuven, Leuven, Belgium
| | - Bieke De Fraine
- Centre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium
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de Leur T, van Boxtel C, Wilschut A. “When I’m drawing, I see pictures in my head.”: secondary school students constructing an image of the past by means of a drawing task and a writing task. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00419-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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15
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Mavilidi MF, Ruiter M, Schmidt M, Okely AD, Loyens S, Chandler P, Paas F. A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration. Front Psychol 2018; 9:2079. [PMID: 30464752 PMCID: PMC6234858 DOI: 10.3389/fpsyg.2018.02079] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 10/09/2018] [Indexed: 11/13/2022] Open
Abstract
Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children's physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration of physical activity into education to promote cognition and learning, two main lines of research emerged: exercise and cognition research vs. embodied cognition research. In this narrative review, we describe these two separately evolved schools of thought, highlighting their differences and commonalities. In categorising the existing studies on a 2 × 2 matrix, concerning the two main categories of relevance for and integration into the learning task, it becomes clear where the different foci lie, and how both lines of research could profit from learning from each other. Finally, a new instructional model that integrates task-relevant physical activities into the cognitive/learning task is proposed to inform both further research and educational practice.
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Affiliation(s)
- Myrto Foteini Mavilidi
- Priority Research Centre for Physical Activity and Nutrition, University of Newcastle, Newcastle, NSW, Australia
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Margina Ruiter
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Mirko Schmidt
- Institute of Sport Science, Universität Bern, Bern, Switzerland
| | - Anthony D. Okely
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Sofie Loyens
- University College Roosevelt, Utrecht University, Middelburg, Netherlands
| | - Paul Chandler
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
| | - Fred Paas
- Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands
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Skulmowski A, Rey GD. Embodied learning: introducing a taxonomy based on bodily engagement and task integration. Cogn Res Princ Implic 2018; 3:6. [PMID: 29541685 PMCID: PMC5840215 DOI: 10.1186/s41235-018-0092-9] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2017] [Accepted: 01/30/2018] [Indexed: 11/24/2022] Open
Abstract
Research on learning and education is increasingly influenced by theories of embodied cognition. Several embodiment-based interventions have been empirically investigated, including gesturing, interactive digital media, and bodily activity in general. This review aims to present the most important theoretical foundations of embodied cognition and their application to educational research. Furthermore, we critically review recent research concerning the effectiveness of embodiment interventions and develop a taxonomy to more properly characterize research on embodied cognition. The main dimensions of this taxonomy are bodily engagement (i.e. how much bodily activity is involved) and task integration (i.e. whether bodily activities are related to a learning task in a meaningful way or not). By locating studies on the 2 × 2 grid resulting from this taxonomy and assessing the corresponding learning outcomes, we identify opportunities, problems, and challenges of research on embodied learning.
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Affiliation(s)
- Alexander Skulmowski
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
| | - Günter Daniel Rey
- Psychology of Learning with Digital Media, Chemnitz University of Technology, Straße der Nationen 12, 09111 Chemnitz, Germany
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Kostons D, de Koning BB. Does visualization affect monitoring accuracy, restudy choice, and comprehension scores of students in primary education? CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.05.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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18
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Creissen S, Blanc N. Quelle représentation des différentes facettes de la dimension émotionnelle d’une histoire entre l’âge de 6 et 10 ans ? Apports d’une étude multimédia. PSYCHOLOGIE FRANCAISE 2017. [DOI: 10.1016/j.psfr.2015.07.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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de Koning BB, Wassenburg SI, Bos LT, van der Schoot M. Mental simulation of four visual object properties: similarities and differences as assessed by the sentence–picture verification task. JOURNAL OF COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1080/20445911.2017.1281283] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Björn B. de Koning
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
- Department of Psychology, Education, and Child Studies, Erasmus School of Behavioral and Social Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Stephanie I. Wassenburg
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
- Department of Psychology, Education, and Child Studies, Erasmus School of Behavioral and Social Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Lisanne T. Bos
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
| | - Menno van der Schoot
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
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Boerma IE, Mol SE, Jolles J. Reading Pictures for Story Comprehension Requires Mental Imagery Skills. Front Psychol 2016; 7:1630. [PMID: 27822194 PMCID: PMC5075566 DOI: 10.3389/fpsyg.2016.01630] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2016] [Accepted: 10/05/2016] [Indexed: 11/13/2022] Open
Abstract
We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the corresponding text, to two control versions, i.e., a text-only version and a version with the full story text and all pictures. Analyses showed an interaction between mental imagery and book version: children with higher mental imagery skills outperformed children with lower mental imagery skills on story comprehension after reading the experimental narrative. This was not the case for both control conditions. This suggests that children’s mental imagery skills significantly contributed to the mental representation of the story that they created, by successfully integrating information from both words and pictures. The results emphasize the importance of mental imagery skills for explaining individual variability in reading development. Implications for educational practice are that we should find effective ways to instruct children how to “read” pictures and how to develop and use their mental imagery skills. This will probably contribute to their mental models and therefore their story comprehension.
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Affiliation(s)
- Inouk E Boerma
- Department of Educational Neuroscience, Faculty of Behavioural and Movement Sciences, Vrije Universiteit AmsterdamAmsterdam, Netherlands; Department of Language Didactics, iPabo University of Applied SciencesAmsterdam, Netherlands
| | - Suzanne E Mol
- Clinical Child and Adolescent Studies, Faculty of Social and Behavioural Sciences, Leiden University Leiden, Netherlands
| | - Jelle Jolles
- Department of Educational Neuroscience, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam Amsterdam, Netherlands
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de Koning BB, Wassenburg SI, Bos LT, Van der Schoot M. Size Does Matter: Implied Object Size is Mentally Simulated During Language Comprehension. DISCOURSE PROCESSES 2016. [DOI: 10.1080/0163853x.2015.1119604] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Björn B. de Koning
- Department of Psychology, Education, and Child Studies, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, The Netherlands
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Stephanie I. Wassenburg
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Lisanne T. Bos
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Menno Van der Schoot
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Effects of a Reading Strategy Training Aimed at Improving Mental Simulation in Primary School Children. EDUCATIONAL PSYCHOLOGY REVIEW 2016. [DOI: 10.1007/s10648-016-9380-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Bos LT, De Koning BB, Wassenburg SI, van der Schoot M. Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension. Front Psychol 2016; 7:116. [PMID: 26913014 PMCID: PMC4753814 DOI: 10.3389/fpsyg.2016.00116] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2015] [Accepted: 01/21/2016] [Indexed: 11/16/2022] Open
Abstract
This study aimed to enhance third and fourth graders’ text comprehension at the situation model level. Therefore, we tested a reading strategy training developed to target inference making skills, which are widely considered to be pivotal to situation model construction. The training was grounded in contemporary literature on situation model-based inference making and addressed the source (text-based versus knowledge-based), type (necessary versus unnecessary for (re-)establishing coherence), and depth of an inference (making single lexical inferences versus combining multiple lexical inferences), as well as the type of searching strategy (forward versus backward). Results indicated that, compared to a control group (n = 51), children who followed the experimental training (n = 67) improved their inference making skills supportive to situation model construction. Importantly, our training also resulted in increased levels of general reading comprehension and motivation. In sum, this study showed that a ‘level of text representation’-approach can provide a useful framework to teach inference making skills to third and fourth graders.
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Affiliation(s)
- Lisanne T Bos
- Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands
| | - Bjorn B De Koning
- Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands
| | - Stephanie I Wassenburg
- Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands
| | - Menno van der Schoot
- Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands
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Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation of Self-Initiated Body Movements. EDUCATIONAL PSYCHOLOGY REVIEW 2015. [DOI: 10.1007/s10648-015-9324-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Wassenburg SI, Bos LT, de Koning BB, van der Schoot M. Effects of an Inconsistency-Detection Training Aimed at Improving Comprehension Monitoring in Primary School Children. DISCOURSE PROCESSES 2015. [DOI: 10.1080/0163853x.2015.1025203] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Bos LT, de Koning BB, van Wesel F, Boonstra AM, van der Schoot M. What can measures of text comprehension tell us about creative text production? READING AND WRITING 2015; 28:829-849. [PMID: 26005289 PMCID: PMC4438258 DOI: 10.1007/s11145-015-9551-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a narrative. Direct influences of situatedness and sensory richness as well as indirect influences via the number of sensory and situational words on the creativity (i.e., originality/novelty) of a written narrative were examined in 165 primary school children through path analyses. Results showed that sensory richness and situatedness explained 35 % of the variance in creativity scores. Sensory richness influenced the originality/novelty of children's narrative writing directly, whereas situatedness had an indirect influence, through the number of sensory words, but both pathways influenced the outcomes to a comparable extent. Findings suggest that creative writing requires similar representational processes as reading comprehension, which may contribute to the development of instructional methods to help children in creative writing assignments.
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Affiliation(s)
- Lisanne T. Bos
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Björn B. de Koning
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Floryt van Wesel
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - A. Marije Boonstra
- Unit Contract Research, Department of Research and Innovation, CED-Groep. Educative Services, Dwerggras 30, 3068 PC Rotterdam, The Netherlands
| | - Menno van der Schoot
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
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Mol SE, Jolles J. Reading enjoyment amongst non-leisure readers can affect achievement in secondary school. Front Psychol 2014; 5:1214. [PMID: 25386154 PMCID: PMC4209810 DOI: 10.3389/fpsyg.2014.01214] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2014] [Accepted: 10/07/2014] [Indexed: 11/13/2022] Open
Abstract
This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.
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Affiliation(s)
- Suzanne E Mol
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam Amsterdam, Netherlands
| | - Jelle Jolles
- Department of Educational Neuroscience and LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam Amsterdam, Netherlands
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Pouw WTJL, van Gog T, Paas F. An Embedded and Embodied Cognition Review of Instructional Manipulatives. EDUCATIONAL PSYCHOLOGY REVIEW 2014. [DOI: 10.1007/s10648-014-9255-5] [Citation(s) in RCA: 67] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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