Cognition and classroom quality as predictors of math achievement in the kindergarten year

Blankson, A. Nayena; Blair, Clancy

doi:10.1016/j.learninstruc.2015.09.004

Cited by 38 publications

(32 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This suggests that metacognition is a strong predictor of high-quality learning and effective problemsolving. It may be as explained by Blankson and Blair (2016), metacognition enables learners to better manage their cognitive skills, and to determine weaknesses that can be corrected by constructing new metacognitive skills. Another possible explanation is that these learners were more active in applying their past successful experiences, and were more sensitive to new information.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

2017

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

Citation: Teng, F. (2017). The effects of task-induced involvement load on word learning and confidence judgments mediated by knowledge and regulation of cognition. AbstractThe relationships between knowledge and regulation of cognition and how they interact to mediate the effects of task-induced involvement load on word learning and confidence judgments were investigated.The participants were 77 undergraduate English majors. They were required to complete a checklist on metacognition. Subsequently, they were assigned to complete three tasks with varying degree of involvement load. They were then required to rate their confidence in learning and using the target words. Pre-and post-study vocabulary tests were administered to measure improvement in word learning. According to the checklist on metacognition, the learners were assigned to four different ability groups. The results showed that knowledge of cognition is a good predictor of the confidence judgments, in the same way that regulation of cognition is a good predictor of the confidence judgments. In terms of learners' actual word learning performance, task-induced involvement load is mediated significantly by the regulatory competence but not by the knowledge of cognition. There is a discrepancy between learners' self-assessment and actual performance. Relevant educational implications are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The important role of metacognitive knowledge in academic learning has been recognized in previous studies (e.g., Blankson & Blair, 2016;Cornoldi, Carretti, Drusi, & Tencati, 2015). Likewise, regulation of metacognitive skills is a decisive factor in the successful completion of any cognitive task (e.g., Teng, 2016).…”

mentioning

confidence: 87%

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

2017

EDUC SCI-THEOR PRACT

View full text Add to dashboard Cite

show abstract

“…Mother and child were seated in the same room to respect the routines of the local culture. A computer‐based battery of three tasks was used to assess children's and mothers’ EF (Blankson & Blair, ). The battery consisted of the Dimensional Change Card Sorting (DCCS) task (Zelazo, ), the Hearts and Flowers task (Davidson, Amso, Anderson, & Diamond, ), and the Fish Flanker task (Rueda et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…However, most tasks demonstrate sufficient variability in EF performance in only relatively narrow age ranges (Willoughby et al, ). To facilitate the investigation of EF at different stages of the lifespan and across age groups, computer‐based versions of various EF tasks have been developed for use with both children and adults (Blankson & Blair, ; Duckworth & Kern, ).…”

Section: Structure and Measurement Of Efmentioning

confidence: 99%

See 1 more Smart Citation

Measuring executive function in Indian mothers and their 4‐year‐old daughters

Suchodoletz¹,

Slot

Shroff³

2017

PsyCh Journal

View full text Add to dashboard Cite

Executive function (EF), including cognitive flexibility, attention shifting, and inhibitory control, has been linked to a range of outcomes across the lifespan, such as school readiness and academic functioning, job performance, health, and social-emotional wellbeing. Yet, research investigating links between parent EF and child EF is still limited. This is partly due to challenges in measuring the same EF abilities in parents and their children. The current study investigated the applicability of a computer-based battery of various EF tasks for use with both mothers and children. The battery included the following EF tasks: Dimensional Change Card Sort, Hearts and Flowers, and Fish Flanker. Participants were 80 Indian mothers and their 4-year-old daughters. EF was measured with regard to accuracy scores, response time, and inverse efficiency (IE) scores of the most complex blocks of each task. Scoring patterns indicated that children's task performance appeared to be determined by their ability to recognize the cue indicating which task to perform at any given trial and to inhibit an incorrect response. In contrast, mothers' performance appeared to be determined by response time, that is, their ability to be quick in giving the correct response. However, for both children and mothers, IE scores best captured individual differences in EF performance between participants. Furthermore, confirmatory factor analyses found that, for both children and mothers, all EF measures loaded on a latent factor, suggesting that the measures shared common variance in EF. There appeared to be no significant association between mothers' and children's EF scores, controlling for several background variables. Directions for further research include examining the applicability of the EF task battery to reliably describe developmental trajectories of EF abilities over time, and further examining variability in the parent-child EF association across the lifespan. Executive function (EF) is a set of higher-order cognitive processes that are essential to optimal cognitive and socialemotional functioning from early childhood into adulthood (Best & Miller, 2010;Blair, 2002;Duckworth & Steinberg, 2015;Miyake et al., 2000). Although EF is not synonymous with self-regulation, both constructs are intricately linked with one another (Blair & Ursache, 2011;Hofmann, Schmeichel, & Baddeley, 2012). The cognitive processes involved in EF assist the individual in self-regulation, that is, one's purposeful behavior to successfully complete goaldirected action (Blair & Ursache, 2011). The relationship between EF and self-regulation becomes particularly obvious when experiencing failure of self-regulation. Hofmann et al. (2012) argue that impairments in an individual's selfregulation can be best explained "via state reductions in EF as the underlying conceptual mechanism" (p. 177).It is well documented that EF undergoes significant developmental changes during the early childhood years that are linked to changes in the structural organization...

show abstract

Role of Bilingualism in Child Development: Insights from Executive Functions and Emotion Understanding

Bukhalenkova

Veraksa

Gavrilova

et al. 2022

Early Childhood Research and Education: An Inter-Theoretical Focus

View full text Add to dashboard Cite

Cognition and classroom quality as predictors of math achievement in the kindergarten year

Cited by 38 publications

References 48 publications

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

Measuring executive function in Indian mothers and their 4‐year‐old daughters

Role of Bilingualism in Child Development: Insights from Executive Functions and Emotion Understanding

Contact Info

Product

Resources

About