Learning and Instruction最新文献

{"title":"Impact of self-view in video communication on group brainstorming","authors":"Zheng Liang ,&nbsp;Yu Wu ,&nbsp;Guixian Wang ,&nbsp;Qingbai Zhao ,&nbsp;Shi Chen ,&nbsp;Quanlei Yu ,&nbsp;Zhijin Zhou","doi":"10.1016/j.learninstruc.2025.102198","DOIUrl":"10.1016/j.learninstruc.2025.102198","url":null,"abstract":"<div><h3>Background</h3><div>Group brainstorming is a powerful strategy to boost students’ creative thinking. With the surge in online collaborative learning, group brainstorming via video communication is becoming increasingly common. However, video communication differs from face-to-face interactions, notably by offering a self-view feature.</div></div><div><h3>Aims</h3><div>This study examines how self-view window in video communication influences group brainstorming performance and related social and cognitive processes, as well as the moderating role of social anxiety.</div></div><div><h3>Samples</h3><div>Participants (Experiment 1: <em>N</em> = 168; Experiment 2: <em>N</em> = 140) were recruited and randomly paired into dyads for the experiments.</div></div><div><h3>Methods</h3><div>The Alternative Uses Tasks were used to assess differences in the group brainstorming performance in video communication contexts with the self-view enabled or disabled. Experiment 1 measured the electrodermal activity and interaction experience of group members during the brainstorming task, serving as indicators of social processes. Experiment 2 measured attention distribution, serving as indicators of cognitive processes. Furthermore, this experiment assessed the social anxiety levels among the groups to analyze its moderating effects.</div></div><div><h3>Results</h3><div>Experiment 1 revealed that groups in the self-view condition generated ideas with greater flexibility, accompanied by higher skin conductance responses and better interactive experience. Experiment 2 found that self-view influenced individuals’ attention distribution, and that group social anxiety level moderated the facilitating effect of self-view on idea fluency.</div></div><div><h3>Conclusions</h3><div>Self-view improves group brainstorming flexibility and increases fluency only in groups with low social anxiety. It heightens arousal and the interaction experience during the social process, influencing attention distribution in the cognitive process.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102198"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning","authors":"Xing Liu,&nbsp;Xiaojing Lv,&nbsp;Xuezhu Ren","doi":"10.1016/j.learninstruc.2025.102207","DOIUrl":"10.1016/j.learninstruc.2025.102207","url":null,"abstract":"<div><h3>Background</h3><div>Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.</div></div><div><h3>Aims</h3><div>The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (<em>g</em>) in affecting learning performance.</div></div><div><h3>Methods</h3><div>The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed <em>g</em> by administering measures of working memory, processing speed, and fluid intelligence.</div></div><div><h3>Samples</h3><div>Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.</div></div><div><h3>Results</h3><div>Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by <em>g</em>. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of <em>g</em> on learning performance.</div></div><div><h3>Implications</h3><div>These findings enhance our understanding of how children's strategy use and its interaction with <em>g</em> influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102207"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional dynamics and regulation in collaborative learning","authors":"Tiina Törmänen ,&nbsp;Mohammed Saqr ,&nbsp;Sonsoles López-Pernas ,&nbsp;Kristiina Mänty ,&nbsp;Jasmiina Suoraniemi ,&nbsp;Niklas Heikkala ,&nbsp;Hanna Järvenoja","doi":"10.1016/j.learninstruc.2025.102188","DOIUrl":"10.1016/j.learninstruc.2025.102188","url":null,"abstract":"<div><h3>Background</h3><div>Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.</div></div><div><h3>Sample</h3><div>Ninety-five secondary school students performed a collaborative science task in 31 small groups.</div></div><div><h3>Methods</h3><div>The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.</div></div><div><h3>Results</h3><div>The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.</div></div><div><h3>Conclusions</h3><div>This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102188"},"PeriodicalIF":4.9,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks","authors":"Enming Zhang","doi":"10.1016/j.learninstruc.2025.102199","DOIUrl":"10.1016/j.learninstruc.2025.102199","url":null,"abstract":"<div><h3>Background</h3><div>Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.</div></div><div><h3>Aims</h3><div>This study identifies patterns in students' error reflections and explores their relationship with academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 118 eighth-grade students.</div></div><div><h3>Methods</h3><div>Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.</div></div><div><h3>Results</h3><div>Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.</div></div><div><h3>Conclusions</h3><div>This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102199"},"PeriodicalIF":4.9,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Antecedents of creativity: Statistical discourse analysis of university student teams' interactions","authors":"Kim van Broekhoven ,&nbsp;Martina S.J. van Uum ,&nbsp;Ming Ming Chiu ,&nbsp;Evelyn H. Kroesbergen","doi":"10.1016/j.learninstruc.2025.102190","DOIUrl":"10.1016/j.learninstruc.2025.102190","url":null,"abstract":"<div><h3>Background</h3><div>Many societal problems (climate crisis, war, etc.) are too complex for individuals to solve and require team creativity. Therefore, many university teachers help their students collaborate to cultivate their creativity. As scholars have not yet determined teams' antecedent talk processes that aid or hinder the emergence of creative ideas, we examined how types of talk (e.g., agreement, disagreement, invitational question) and their sequences (e.g., consecutive invitational questions) affect the likelihood of ideas that are original, feasible, or creative.</div></div><div><h3>Methods</h3><div>We examined 4047 utterances by 12 students in 4 triads working on an open-ended, lifestyle problem in their classroom.</div></div><div><h3>Results</h3><div>Statistical discourse analysis showed that utterances with an invitational question or thinking marker were more likely to yield original, feasible, and creative ideas. By contrast, consecutive invitational questions, irrelevant talk, or process talk were less likely to yield original, feasible, and creative ideas.</div></div><div><h3>Conclusions</h3><div>Together, these findings imply that teachers should encourage invitational questions within team brainstorms, monitor for consecutive invitational questions, give students time and space for contemplation, and discourage off-task discussions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102190"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrieval Practice in Stepwise Worked Examples Improves Learning","authors":"Gesa S.E. van den Broek,&nbsp;Margot van Wermeskerken,&nbsp;Tamara van Gog","doi":"10.1016/j.learninstruc.2025.102196","DOIUrl":"10.1016/j.learninstruc.2025.102196","url":null,"abstract":"<div><h3>Background</h3><div>Prior research showed no benefits of including retrieval opportunities in example-based learning. However, these studies had students solve entire practice problems, often without a restudy opportunity after (failed) retrieval.</div></div><div><h3>Aim</h3><div>We tested a new approach: the stepwise presentation of examples with prompts to retrieve and execute each upcoming solution step, before it is revealed to offer feedback. We hypothesized that such stepwise retrieval and execution of problem-solving steps would increase mental effort during study and improve recall and problem-solving performance on a delayed test compared to example study without retrieval prompts.</div></div><div><h3>Participants</h3><div>164 adults, recruited on Prolific (<em>M</em>_age = 22.9 years; 95/66/3 female/male/other).</div></div><div><h3>Methods</h3><div>Participants studied six examples (two triplets of isomorphic examples). They were randomly assigned to either the (1) <em>no prompt</em> (control) condition, in which all examples were presented stepwise in a self-paced manner, or (2) the <em>retrieval prompt</em> condition, in which the second and third example of each triplet contained prompts for participants to describe (aloud) each upcoming (sub)step before it was presented.</div></div><div><h3>Results</h3><div>Participants in the retrieval prompt condition spent more time studying (on average 31 min versus 13 min in the control condition), did not report higher mental effort during example study, but showed significantly better recall and problem-solving test performance on a test after one week than participants in the control condition. Test performance correlated positively with retrieval success during studying but not with study times.</div></div><div><h3>Conclusion</h3><div>Retrieval prompts can enhance example-based learning, when using a stepwise approach.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102196"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacy of an intervention to promote spatial thinking skills","authors":"Fabienne Kremer ,&nbsp;Lucas Stark ,&nbsp;Franziska Rebholz ,&nbsp;Lisa Bardach ,&nbsp;Jessika Golle ,&nbsp;Benjamin Nagengast ,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2025.102184","DOIUrl":"10.1016/j.learninstruc.2025.102184","url":null,"abstract":"<div><h3>Background</h3><div>For success in STEM fields<strong>,</strong> spatial thinking skills are crucial. Their early promotion may support the later mastering of <span>STEM</span> subjects. Previous studies have suggested that spatial thinking can be promoted independently with practice, spatial language, embodiment, or strategy training. Integrating multiple effective components may further enhance children's skills, warranting further investigation.</div></div><div><h3>Aims</h3><div>This study evaluates whether a spatial thinking intervention applying a multicomponent approach in a real-world environment with children in their early primary school years (a) promotes spatial thinking skills while (b) maintaining motivation for spatial thinking and (c) being equally beneficial for students with different characteristics.</div></div><div><h3>Sample</h3><div>Participants were 97 primary school children previously nominated to attend an extracurricular enrichment program.</div></div><div><h3>Methods</h3><div>A multisite cluster randomized controlled field trial with pre- and posttest measures and a waitlist control group evaluated the multicomponent intervention. Components included spatial language, embodiment, and awareness of regularities and strategies. We used multilevel regression analyses to estimate the intervention's efficacy on spatial thinking (i.e., perspective taking, 2D and 3D mental rotation) and motivation for spatial thinking and explored differential effects.</div></div><div><h3>Results</h3><div>The findings revealed statistically significant positive effects on perspective taking and 2D mental rotation. Younger children and those with lower prior perspective<strong>-</strong>taking skills were particularly likely to benefit. Neither 3D mental rotation nor motivation were significantly affected.</div></div><div><h3>Conclusions</h3><div>The results provide initial evidence of the intervention's efficacy. Children demonstrated enhanced perspective<strong>-</strong>taking and 2D mental rotation skills while maintaining their motivation for spatial thinking. Combining multiple components holds promise for promoting spatial thinking during the early primary school years.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102184"},"PeriodicalIF":4.7,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional responses to feedback in adaptive learning technologies for early mathematics education","authors":"Anne Horvers,&nbsp;Inge Molenaar,&nbsp;Tibor Bosse,&nbsp;Ard W. Lazonder","doi":"10.1016/j.learninstruc.2025.102192","DOIUrl":"10.1016/j.learninstruc.2025.102192","url":null,"abstract":"<div><h3>Background</h3><div>Adaptive Learning Technologies (ALTs) have become increasingly prevalent in early mathematics education. These systems assess learners’ performance in real-time to adapt instructional support and give immediate feedback. This feedback can evoke various emotional responses. The precise impact of feedback on emotions and consequentially learning is not yet well understood and may differ between and within learners.</div></div><div><h3>Aims</h3><div>This study aimed to gain a detailed understanding of young learners’ emotional responses to immediate feedback provided by ALTs, with the purpose to present unexplained data that can be used to refine theory and propose initial design recommendations for emotion-adaptive support.</div></div><div><h3>Sample</h3><div>Participants were 113 Dutch fifth graders (ages 10–12; 52 % boys) working with a widely used ALT for mathematics.</div></div><div><h3>Methods</h3><div>Learners solved math problems and received immediate feedback on each answer. Their emotional responses were assessed using a multimodal approach combining physiological, experiential, and behavioural measurements.</div></div><div><h3>Results</h3><div>Physiological data indicated that feedback is associated with emotional responses, while experiential and behavioural results were inconclusive on the valence and nature of these responses. These results indicate that physiological, experiential, and behavioural measures of emotion are complementary. Together these data streams revealed four latent profiles reflecting young learners’ different emotional responses to feedback.</div></div><div><h3>Conclusions</h3><div>Multimodal data streams offer valuable insights for capturing emotional responses to feedback, refining both empirical understanding and theory. These novel findings highlight young learners’ varied emotional responses to feedback in ALTs, address theoretical gaps, and underscore the potential of emotion-adaptive support.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102192"},"PeriodicalIF":4.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training children’s spatial language skills improves their numerical magnitude understanding","authors":"Nadja Lindner ,&nbsp;Korbinian Moeller ,&nbsp;Frauke Hildebrandt ,&nbsp;Marcus Hasselhorn ,&nbsp;Jan Lonnemann","doi":"10.1016/j.learninstruc.2025.102191","DOIUrl":"10.1016/j.learninstruc.2025.102191","url":null,"abstract":"<div><h3>Background</h3><div>There is accumulating evidence suggesting that spatial language skills are associated with early numerical development (i.e., verbal number skills and numerical magnitude understanding). However, intervention studies allowing for a causal interpretation of this association are largely missing.</div></div><div><h3>Aims</h3><div>Therefore, we aimed at investigating the effects of training children's spatial language skills on the development of basic numerical skills.</div></div><div><h3>Sample</h3><div>The intervention group comprised n = 54 and the non-trained control group n = 72 4-6-year-old children (<em>M</em>_age = 60.58 months).</div></div><div><h3>Methods</h3><div>In a pre-post-test control group design small groups of four to eight children were trained six times (mostly twice a week) for about 20 min each. The training focused on production and comprehension of the spatial terms <em>in front of</em>, <em>behind</em>, <em>to the left</em>, and <em>to the right</em> with effects on numerical magnitude understanding and verbal number skills being evaluated.</div></div><div><h3>Results</h3><div>Comparing training and control group on performance gains between pre- and post-test revealed significantly higher gains for the intervention group in spatial language production and comprehension as well as numerical magnitude understanding, but not verbal number skills.</div></div><div><h3>Conclusion</h3><div>These findings provide first evidence for a causal link between children's spatial language skills and the development of their numerical magnitude understanding. This highlights the relevance of mastering specific spatial language terms for children's early numerical development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102191"},"PeriodicalIF":4.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Executive functioning and language ability in preschool hearing-impaired children: A cross-lagged panel analysis","authors":"Xiaoliang Zhu ,&nbsp;Hongxiao Qiu ,&nbsp;Jinen Zhao ,&nbsp;Xin Zhao","doi":"10.1016/j.learninstruc.2025.102194","DOIUrl":"10.1016/j.learninstruc.2025.102194","url":null,"abstract":"<div><h3>Background</h3><div>Previous research has consistently demonstrated that executive functioning (EF) is closely related to language ability. However, few studies has explored the direction of developmental pathways between EF and language in preschool children with hearing impairments.</div></div><div><h3>Aims</h3><div>This study aimed to examine the bidirectional relationship between EF and language abilities (i.e., receptive and expressive language) in preschool hearing-impaired children.</div></div><div><h3>Sample</h3><div>Participants consisted of 59 preschool hearing-impaired children (<em>M</em>_ageT1 = 55.59 months, <em>SD</em> = 8.98; 27 girls).</div></div><div><h3>Methods</h3><div>We computed cross-lagged panel model including measurements of children's EF and language abilities collected in the fall semester (T1) and 6-months later (T2).</div></div><div><h3>Results</h3><div>EF at T1 significantly predicted receptive language ability at T2 (β = 0.16), but not expressive language ability. Conversely, neither receptive nor expressive language at T1 predicted EF at T2.</div></div><div><h3>Conclusion</h3><div>Our findings contribute to a nuanced understanding of the direction of the developmental pathways between EF and language ability in preschool hearing-impaired children, suggesting that EF may be the foundational precursor to receptive language development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102194"},"PeriodicalIF":4.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}