Cognitive processes

This article addresses the position taken by Clark (1983) that media do not influence learning under any conditions. The article reframes the questions raised by Clark to explore the conditions under which media will influence learning. Specifically, it posits the need to consider the capabilities of media, and the methods that employ them, as they interact with the cognitive and social processes by which knowledge is constructed. This approach is examined within the context of two major media-based projects, one which uses computers and the other, video. The article discusses the implications of this approach for media theory, research and practice.

This paper explores the Web 2.0 ethos with respect to the application of pedagogy within 3D online virtual environments. 3D worlds can create a synthetic experience capturing the essence of being in a particular world or context. The AliveX3D platform adopts the Web 2.0 ethos and applies it to online 3D virtual environment forming a Web 2.0/Web3D hybrid that has wider usability than previous alternatives. This combined with the AliveX3D Scene Editor allows learning experiences, which are controlled by the learner, appear authentic and facilitate collaboration conversations to be developed simultaneously. This immersion enables learners to negotiate meaning based on their own personal cognitive, affective and kinaesthetic experiences rather than on the descriptions of others’ experiences. We conclude by suggesting the choices embedded within the worlds allow the learning focus to shift away from isolated pre-designed interactions, to a situation that encourages the learner to control...

This study was an investigation of reading and spelling errors of dyslexic Arabic readers (n 1⁄4 20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level (n 1⁄4 20) and an age-matched group (n 1⁄4 20). They were tested on reading and spelling of texts, isolated words and pseudowords. Two research questions were the focus of this study: What are the reading and spelling profile errors of dyslexic native Arabic speakers? What is the effect of the Arabic orthography on these types of errors? The results of the reading error analysis revealed a clear contribution of the uniqueness of the Arabic orthography to the types of errors made by the three different groups. In addition, the error profiles of the dyslexic readers were similar to the error profiles made by the younger readinglevel-matched group in percentages and in quality. The most prominent types of errors were morphological and semiphonetic, which highlighted the contrib...

This study replicates, in the aural mode, Leow's (1993) study on the effects of simplification, type of linguistic item, and second/foreign language experience on learners' intake of linguistic items contained in written input. Aural simplified/unsimplified input with either the present perfect or present subjunctive form was made available to learners at two levels of language experience. Statistical analyses performed on the raw scores of a pre- and posttest multiple-choice recognition assessment task revealed significant main effects for type of linguistic item, language experience, and task and a significant interaction between language experience and task. While results corroborate those found in the written mode for the effects of simplification and language experience on adult learners' intake, the same did not hold true for type of linguistic item, underscoring the need for research to consider seriously the role of modality while addressing cognitive processes i...

Six lexical decision experiments were conducted to examine the influence of complex structure on the processing speed of English compounds. All experiments revealed that semantically transparent compounds (eg, rosebud) were processed more quickly than matched monomorphemic words (eg, giraffe). Opaque compounds (eg, hogwash) were also processed more quickly than monomorphemic words. However, when the experimental materials and/or procedure encouraged decomposition/integration, this advantage ...

Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as difficulties in counting as well as developmental dyscalculia. Reported prevalence rate for this problem in general population is 6%-10%. The most common difficulties in counting are: difficulties in logic, difficulties in planning, perseverance of inappropriate (responses) procedures and poor understanding of arithmetic operations. This paper aims to identify the influence of assessed arithmetic skills and to clarify to what extent the assessed cognitive skills affect each other in children with difficulties in counting. The relations between the level of working memory and acquiring of arithmetic skills, between the attention and the conceptual...

This quasi-experimental study was designed to investigate the effects of cognitive strategy instruction on fifth-grade students reading comprehension and comprehension of words encountered during reading. Eight intact fifth-grade classes of approximately 34 students each were randomly assigned to treatment groups (clarifying, questioning, combined questioning and clarifying, and control) for a 5-week study. Strategy instruction took place during social studies based on the belief that content area textbooks are the most difficult for children to read and comprehend (J. Chall, V. Jacobs, and L. Baldwin, 1990). Results indicate that the clarifying groups scores in reading comprehension and word comprehension were significantly higher than those in the control group, suggesting that clarifying strategy instruction positively affected fifth grade students comprehension of texts and vocabulary encountered during reading. (Contains 5 figures, 4 tables, and 54 references.) (Author/SLD)

The subject of the presented comparative case study is the phenomenon of collective intelligence (CI) in the online public sphere. Intelligence that appears in online communities is understood as a form of a distributed ability, which arises from the collaboration and competition between many individuals in the Internet. The purpose of the presented study was an analysis of group cognitive processes specific for the manifestations of CI, appearing in the 8 selected online projects implemented in the Central-Eastern European countries. Additionally, 2 projects from Western Europe, considered in the scientific literature as valuable examples, were selected for comparison purposes. In these projects, we evaluated the 4 main cognitive processes specific for collective "thinking": perception (collective sensing), problem-solving, decision making, and collective memorization (including learning and gaining feedback). The results revealed, that most cognitive processes in the analyzed projects are working satisfactorily, with the exception of collective memory, which works only to a very limited extent. A presented guideline for future policymakers is to develop a shared memory system, to which all community members should have access.

Working memory capacity refers to the ability to store and process information simultaneously in real time and has been shown to correlate highly with first language (L1) reading skill. This study examines the sensitivity of second language (L2) working memory capacity to differences in reading skill among advanced L2 learners. The index of working memory capacity used was the reading span test (Daneman & Carpenter, 1980). Subjects with larger working memory capacities scored higher on measures of reading skill, in contrast with the lack of strong correlations between measures of passive short-term storage (memory for strings of random words or digits) and the same reading measures. This result is consistent with an interpretation of the reading span test as an index of working memory capacity, in which capacity is defined functionally in terms of a trade-off between active processing and storage. Issues involved in investigating working memory capacity are discussed and the role of...