Mind Brain and Education最新文献_第5页

Lost in Translation: A Preliminary Examination of Phonological Processing, Language, and Reading in Childhood Epilepsy 迷失在翻译中:儿童癫痫的语音加工、语言和阅读的初步研究

4区教育学

Mind Brain and Education Pub Date : 2023-08-29 DOI: 10.1111/mbe.12379

Katharine Bailey, Nancie Im‐Bolter

引用次数: 0

The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study 站着和坐着对青少年创造力的影响——一项交叉随机试验：PHIT2LEAR研究

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-08-29 DOI: 10.1111/mbe.12381

Petra J. Luteijn, I. V. D. van der Wurff, Piet van Tuijl, Amika S. Singh, H. Savelberg, R. D. de Groot

引用次数: 0

“Visual Type? Not My Type”: A Systematic Study on the Learning Styles Neuromyth Employing Frequentist and Bayesian Statistics “视觉类型?“不是我的类型”:运用频率论和贝叶斯统计对学习风格神经神话的系统研究

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-08-29 DOI: 10.1111/mbe.12380

Anna K. Touloumakos, Evangelia Vlachou, M. Papadatou-Pastou

{"title":"“Visual Type? Not My Type”: A Systematic Study on the Learning Styles Neuromyth Employing Frequentist and Bayesian Statistics","authors":"Anna K. Touloumakos, Evangelia Vlachou, M. Papadatou-Pastou","doi":"10.1111/mbe.12380","DOIUrl":"https://doi.org/10.1111/mbe.12380","url":null,"abstract":"The term learning styles (LS) describes the notion that individuals have a preferred modality of learning (i.e., vision, audition, or kinesthesis) and that matching instruction to this modality results in optimal learning. During the last decades, LS has received extensive criticism, yet they remain a virtual truism within education. One of the major strands of criticism is the fact that only a handful of studies have systematically put the LS assumptions to the test. In this study, we aimed to explore whether learners who are visual types will be better at learning sign‐words (i.e., ecologically valid stimuli) compared to auditory and kinesthetic types. Ninety‐nine volunteers (67 females, mean age = 28.66 years) naive to Greek Sign Language (GSL) were instructed to learn 20 GSL sign‐words. The volunteers further completed two LS questionnaires (i.e., the Barsch Learning Styles Inventory and the Learning Channels Inventory) and they also reported what their LS they believed was. No evidence of a difference in learning sign‐words among individuals with different LS (as identified by either of the LS questionnaires or by direct self‐report) was found, neither using a frequentist nor using a Bayesian approach to data analysis. Moreover, inconsistencies between the way participants were classified based on the different measures and direct self‐report were detected. These findings add further support to the criticism of the LS theory and its use in educational settings. We suggest that research and practice resources should be allocated to evidence‐based approaches.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parasympathetic Nervous System Activity During Measures of Volitional Self‐regulation Predicts School Readiness 意志自我调节测量中的副交感神经系统活动预测入学准备

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-31 DOI: 10.1111/mbe.12376

Steven J. Holochwost, Jennifer L. Coffman, N. Wagner, Lindsay A. Gomes, Cathi B. Propper

引用次数: 0

Teachers' Mind, Brain, and Education Literacy: A Survey of Scientists' Views 教师的心智与教育素养：科学家观点调查

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-23 DOI: 10.1111/mbe.12377

Tracey Tokuhama‐Espinosa, A. Nouri

引用次数: 0

The Domain‐Specificity of Domain‐Generality: Attention, Executive Function, and Academic Skills 领域共性的领域特异性:注意力、执行功能和学术技能

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-13 DOI: 10.1111/mbe.12373

E. Wilkey

引用次数: 0

The Role of Executive Function in Reading Development and Reading Intervention 执行功能在阅读发展中的作用及阅读干预

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-11 DOI: 10.1111/mbe.12375

Peng Peng

引用次数: 1

The Effects of Concreteness on Mathematical Manipulative Choice 具体性对数学操作选择的影响

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-07-09 DOI: 10.1111/mbe.12374

Megan Foulkes, Francesco Sella, T. Wege, C. Gilmore

引用次数: 0

Effect of just-in-time teaching strategy on academic performances of students in physics 准时化教学策略对学生物理学业成绩的影响

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em2305

Moses Oluoke Omopekunola, A. W. Fagbenro, A. Ojo, Olusoji Adeayo Akinbo

{"title":"Effect of just-in-time teaching strategy on academic performances of students in physics","authors":"Moses Oluoke Omopekunola, A. W. Fagbenro, A. Ojo, Olusoji Adeayo Akinbo","doi":"10.58583/pedapub.em2305","DOIUrl":"https://doi.org/10.58583/pedapub.em2305","url":null,"abstract":"The study examined how \"Just-in-Time-Teaching\" (JiTT) affected physics students' academic performance in Ondo State, Nigeria. Two hypotheses were examined while the study was driven by two research questions. The study used pretest - posttest control group research design. 100 pupils were adopted for this study. Two secondary schools from the local government region were chosen at random, with one serving as the experimental group and the other as the control group. The study's target population was SS I students taking Physics in the identified schools. JiTT was used employed to for the experimental group while the control group was given the same information in a normal classroom situation. The Just-in-Time Physics Achievement Test (JiTTPAT), which comprises 20 multiple-choice questions was developed by the researchers on the topic of measurement of physical quantities, was used to gather data with reliability index of 0.76. Mean, standard deviation, and ANCOVA were used to analyze the data with the aid of SPSS. The study came to several conclusion, including the following: JiTT improves student achievement grades in Physics, and gender had no significant effect on students' performance in physics. According to the results, it was suggested, among other things, that JiTT be implemented in secondary schools to enhance and improve students' achievement grades in Physics.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73076556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding happiness and academic procrastination among undergraduate students in Kashmir: A quantitative as well as qualitative study 克什米尔地区大学生的幸福感与学业拖延:一项定量与定性研究

IF 1.8 4区教育学

Mind Brain and Education Pub Date : 2023-06-27 DOI: 10.58583/pedapub.em2302

Insha Rasool, Mohammed Yousuf Ganai, Mohammad Amin Dar

{"title":"Understanding happiness and academic procrastination among undergraduate students in Kashmir: A quantitative as well as qualitative study","authors":"Insha Rasool, Mohammed Yousuf Ganai, Mohammad Amin Dar","doi":"10.58583/pedapub.em2302","DOIUrl":"https://doi.org/10.58583/pedapub.em2302","url":null,"abstract":"This paper reports two studies that examine the difference between happiness and academic procrastination among undergraduate students. The first study investigates gender and geographic location differences in happiness and academic procrastination levels, finding that males and urban students report higher levels of both. The second study, conducted in Kashmir, explores undergraduate students’ subjective experiences and perspectives on happiness and academic procrastination. The second study’s objective was to gain an understanding of how undergraduate students in Kashmir subjectively experience happiness and academic procrastination. Employing a qualitative research design and using thematic analysis, the study revealed that happiness is a personal experience that can be achieved in various ways, including through social relationships, activities, and gratitude. The study offers insights into the perceptions of undergraduate students in Kashmir regarding happiness and academic procrastination, which can aid in the creation of strategies to enhance student well-being and academic performance. Overall, the two studies underscore the importance of considering individual differences in levels of happiness and academic procrastination, as well as subjective experiences, when formulating interventions to endorse student well-being and academic success. By comprehending how students define and pursue happiness and recognizing the factors that contribute to academic procrastination, educators and policymakers can develop effective strategies to promote student well-being and academic achievement.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77379588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0