Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16

Meijs, Celeste; Hurks, Petra P. M.; Wassenberg, Renske; Feron, Frans; Jolles, Jelle

doi:10.1080/09297049.2015.1044891

Cited by 5 publications

(10 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is different from incidental learning, which is the accidental learning of information while actually concentrating on other information ( Thomas and Rohwer, 1986 ; Lezak et al, 2012 ; Hampshire et al, 2016 ; Ahmed, 2017 ; Kontaxopoulou et al, 2017 ). The ability of intentional learning typically improves with experience and with age ( Meijer et al, 2006 , 2007 ; Meijs et al, 2013 , 2016 ; Blachstein and Vakil, 2016 ). It appears that there are major individual differences in the pace at which intentional learning develops at the end of childhood and the beginning of adolescence ( Meijer et al, 2007 ; Jolles, 2016 ; Meijs et al, 2016 ; Juraska and Willing, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

2018

Self Cite

View full text Add to dashboard Cite

This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.

show abstract

Section: Introductionmentioning

confidence: 99%

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Dynamics of verbal-conceptual intelligence is more ambiguous and contradictory. Perhaps, the reason for the ambiguity of verbal-conceptual development is determined by the incomplete process of the formation of verbal memory in preschoolers and junior students, the intensification of which is associated with schooling [13,14]. This material does not contradict the existing ideas about the maturation of the frontaltemporal and parietal fields of the cerebral cortex in later ontogenesis [19] compared to the parietal-occipital areas.…”

Section: Discussion Of Resultsmentioning

confidence: 78%

“…There is a clear lack of experimentally obtained facts regarding the dynamics of the intellectual development of children of preschool and primary school age in the period of the formation of the information-digital society. In this regard, there is an obvious interest in the results of the examination of children in the age range from 6 to 10 years [11][12][13][14], which is considered as sensitive to the influence of the social environment on the formation of intellectual functions, including its informational components in the form of new technological making. Our materials, which were obtained in different years on the populations of senior preschool children of the same pre-school educational institution, allow us to compare changes in intellectual functions as the digital society develops.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…New facts were obtained indicating a significant increase in non-verbal and general intelligence in preschool children in the 2014 group compared with the group of 2006 testees. Improving of performance of J. Raven test, according to literary information, can be associated with the visual-imaginative language of the Internet communication system [3,13]. It turned out that the results of multifactor analysis confirm the relationship of the effectiveness of Raven test with a fractal index and cardiointerval values of the background ECG for children of a late examination (who were brought up in conditions of intensive informatization not only of education, but also of children's leisure time).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Informatization of society and the intellectual development of children of senior preschool age

Kamenskaya¹,

Tomanov²

2019

Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: From Regional Dev

View full text Add to dashboard Cite

The purpose of the study is to examine the degree of formation and the structure of the intellect of children of senior preschool age, the participants of the experiment of two different groups: examination year 2006 and 2014. The hypothesis of the work is the assumption of a decrease in the intellectual development of older preschoolers in the information age compared with children of its beginning. Archival data that contain material for experimental intelligence studies (general and non-verbal on J. Raven matrices and verbal-conceptual in the model of a directed associative experiment) of older preschoolers using a psychophysiological laboratory experiment was studied. The total number of senior preschool groups is 135 people. The best performance of the J. Raven's test is recorded by children of the later group. It was no coincidence that the effectiveness of the verbal conceptual test in non-judgmental conditions by the children tested in 2014. In emotionally charged conditions, assessments of verbal-conceptual intelligence, the differences between groups are not reliable. The results of performing intelligent tests have close connections with stochastic parameters of the spectrum of fluctuations of cardiointervals, including the fractal index β (beta). For the J. Raven test, truthful differences at a good level of significance for the values of the fractal index β (beta) were found in the background of the ECG recording series. For the associative experiment in all series, no significant differences were obtained for this parameter in children of two groups. The hypothesis of reduced intelligence has not been confirmed, since non-verbal and general intelligence are better developed in children of later group.

show abstract

“…Практические наблюдения и результаты исследований позволили установить, что подрастающее поколение предпочитает визуальную и «вырожденную» устно-речевую форму передачи информации в сети Meijs et al, 2016;Vogan et al, 2016;Иванова, 2018). Речевые высказывания, которыми обмениваются юные пользователи социальных сетей, отличаются предельной краткостью, часто сочетаемой с неправильной грамматической формой и примитивным синтаксисом.…”

unclassified

The Dynamics of Intellectual Functions in Russian Preschoolers During the Emergence of Internet Technologies

Kamenskaya

Tomanov

2019

jpps

View full text Add to dashboard Cite

Aim. The article deals with justifying the hypothesis about a decrease in the intellectual abilities of preschoolers during the emergence of internet technologies. Materials and methods. We conducted a pseudo-longitudinal investigation in two series: in 2006 and 2014. The efficiency of intellectual activity was measured in the preschoolers aged 6-7 years from the same educational establishment and the same speech development program. The total sample of the study is 135 persons (100 preschoolers were examined in 2006; 35 preschoolers were examined in 2014). The average age of children from the first sample was 6.5±0.6 years, from the second sample – 6.6±1.1. The assessment of general and nonverbal intellect was conducted with the Raven matrix test. The verbal and terminological components of intellectual activity were assessed with the author’s method of a targeted associative experiment (Kamenskaya et al., 2011). Test performance was compared with the stochastic parameters of RR-intervals recording which was made before and after the test. The duration of ECG recording was 5 minutes. The total time without any spontaneous movements was equal 10 minutes. ECG processing was performed with the method of nonlinear stochastic RR-intervals recording, which provided information about the frequency and spectrum of cardiac intervals fluctuations in each series. The statistical processing of the results obtained and their interpretation were performed with the SPSS-15 software for Windows-7. The significance of differences was assessed with a Student’s t-criterion for independent samples. Results. We revealed a statistically significant increase in general and nonverbal intellect in the second sample compared to the first sample. Verbal-logical intellect has changed neither in boys nor in girls during the active emergence of internet technologies. The parameters of nonlinear stochastic intervals recording were not connected in a certain way with the changes in the indicators of intellectual activity. Conclusion. The hypothesis on a negative effect of internet technologies on the intellectual functions of modern preschoolers was not proved.

show abstract

Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16

Cited by 5 publications

References 32 publications

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education

Informatization of society and the intellectual development of children of senior preschool age

The Dynamics of Intellectual Functions in Russian Preschoolers During the Emergence of Internet Technologies

Contact Info

Product

Resources

About