Browsing by Author "Bethany Rittle-Johnson"
Now showing items 1-20 of 22
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Moneta-Koehler, Liane Alise (2015-04-02)Department: PsychologyCardinality, the ability to state the quantity of a set, is an important skill in the development of precise numerical reasoning abilities. This set of studies investigates the limits of cardinal number knowledge and the ...
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Samson, Jennifer Esther Glassman (2012-07-10)Department: PsychologyHostile attribution bias (HAB) has been shown to predict aggressive behavior, especially towards peers. The current study examined whether a) this relationship is supported within an hierarchical linear modeling (HLM) ...
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Namkung, Min (2014-06-09)Department: Special EducationThe purpose of the present study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general ...
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Krowka, Sarah Kathryn (2019-04-02)Department: Special EducationThe purpose of the study was to explore the cognitive profiles associated with inadequate responsiveness to fractions intervention on 3 fractions outcomes (calculations, ordering, and word problems). At the start of 3rd ...
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Strouse, Gabrielle A. (2011-04-08)Department: PsychologyToddlers and young preschoolers rapidly learn new information from social partners around them. However, they do not learn efficiently from people who appear on video (Anderson & Pempek, 2005). Dialogic reading, a ...
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Schumacher, Robin Finelli (2010-08-02)Department: Special EducationThe purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on difference word problems. Second-grade teachers who volunteered to ...
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Don't make the same mistake twice: Examining the relationship between memory for errors and learning Loehr, Abbey Marie (2018-06-27)Department: PsychologyCommitting errors is a common part of the learning process, and current evidence suggests that committing errors can be beneficial for learning, at least for adults. Further, recent evidence in the adult cognition literature ...
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Malone, Amelia Schneider (2014-06-13)Department: Special EducationThe study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c) to determine whether errors differed by problem type; ...
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Doydum, Ayzit Ozlem (2016-12-08)Department: PsychologyExecutive function (EF) skills are correlated with school readiness and academic achievement (i.e. Blair & Razza, 2007; Best, Miller, Naglieri, 2011; Lan, Legare, Ponitz, Li, & Morrison, 2011); however, less is known about ...
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In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools Matthews, Percival Grant (2008-04-04)Department: PsychologyExplaining new ideas to oneself can promote learning and transfer, but how and when such self-explanations are effective is unclear. This study investigated how instruction on concepts versus procedures affected the quality ...
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Starkey, Gillian Sarah (2014-11-24)Department: Psychology“Groupitizing,” or the ability to quickly enumerate an array of items that is grouped into subitizable subsets, has recently been shown to predict children’s symbolic math skills. It has been proposed that groupitizing ...
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Wang, Amber Yu (2016-07-07)Department: Special EducationThe purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two lines of research, namely irrelevant information and person ...
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Nelson, Michael Cader (2013-04-17)Department: PsychologyIntervention fidelity (Nelson, Cordray, Hulleman, Darrow, & Sommer, in press) is the extent to which an intervention has been implemented as planned in the treatment group, and differentiated from the control group, in the ...
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Loehr, Abbey Marie (2015-11-16)Department: PsychologyLanguage is a powerful cognitive tool. For example, labeling objects or features of problems can support categorization and relational thinking. However, little is known about their role in making inferences about the ...
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McEldoon, Katherine Lindsay (2011-08-03)Department: PsychologySELF-EXPLANATION WORTH THE WHILE: A COMPARISON AGAINST PRACTICE AND TIME ON TASK KATHERINE L. McELDOON Thesis under the direction of Professor Bethany Rittle-Johnson Self-explanation, or generating explanations to ...
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Nelson, Michael Cader (2018-01-02)Department: PsychologySome researchers advocate using alternative regression weights, as opposed to ordinary least squares (OLS) regression weights, when model predictability is low or when there are few observations per predictor. Perhaps the ...
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The Effectiveness Of Comparing Correct and Incorrect Examples for Learning About Decimal Magnitude Durkin, Kelley (2009-12-10)Department: PsychologyComparing common mathematical errors to correct examples may help people overcome misconceptions. We examined whether comparing incorrect and correct examples was more effective than comparing two correct examples for ...
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Durkin, Kelley (2012-04-18)Department: PsychologyExposing students to incorrect examples of mathematical procedures can be beneficial for learning. However, it remains unclear how such examples can improve learning. Incorrect examples may be beneficial because students ...
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Fyfe, Emily Ruth (2012-03-22)Department: PsychologyProviding exploratory activities prior to direct instruction can facilitate learning. However, the level of guidance provided during the exploratory activity has largely gone unstudied. In this paper, I examined the effects ...
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Douglas, Ashli-Ann Latoya (2019-08-05)Department: PsychologyThe current study continues efforts of previous research to effectively promote parents’ early numeracy input given the relations between parents’ early numeracy input and their children’s numeracy skills (e.g. Cheung & ...