Hits 1.821 – 1.834 of 1.834
| 1821 |
Dialect Variation and "Natural Barriers" in the Starling ; Variations dialectales et "barrières naturelles" chez l'étourneau sansonnet (Sturnus vulgaris)
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In: ISSN: 0397-7153 ; Biology of Behaviour ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-01319331 ; Biology of Behaviour, Masson, 1984, 9, pp.213-225 (1984)
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| 1822 |
Parameters of the influence of self-initiated time-out from speaking on stuttering
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| 1823 |
Punishment of stuttering: Contingency and stimulus parameters
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| 1824 |
Habituation of the electrodermal response as a function of stimulus similarity
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| 1825 |
RECENT GENETIC CONTRIBUTIONS TO THE STUDY OF LANGUAGE
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In: http://www.ludusvitalis.org/textos/25/25_nadal_et_al.pdf
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| 1826 |
The neuropsychology of visual artistic production
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In: http://ccn.upenn.edu/~chatterjee/anjan_pdfs/artneuropsych.pdf
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| 1827 |
AN INVITATION TO BEHAVIOR ANALYSTS: REVIEW OF IN SEARCH OF MEMORY: THE EMERGENCE OF A NEW SCIENCE OF MIND BY
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In: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2529188/pdf/jeab-90-02-235.pdf
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| 1828 |
Final Draft: The Body in Space © 2006-7 Rohrer In Body, Language and Mind, v. 1, 339-378 The Body in Space: Dimensions of Embodiment
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In: http://zakros.ucsd.edu/~trohrer/thebodyinspace.pdf
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| 1829 |
Rohrer, Tim. “Image Schemata in the Brain. ” In From Perception to Meaning:
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In: http://zakros.ucsd.edu/~trohrer/rohrerimageschemata.pdf
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| 1830 |
Topographic analysis of late auditory evoked potentials (LAEPs) to linguistic and acoustically similar non-linguistic stimuli.
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| 1831 |
Memory deficits for faces and names in Alzheimer's disease: Investigation with a faces-names Stroop-like task.
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| 1832 |
Perception of facial affect: A functional magnetic resonance imaging study of adolescents and adults with and without nonverbal learning disabilities.
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| 1834 |
Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring
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In: Mind, Brain, and Education
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Abstract:
Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and pedagogy.
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Keyword:
Cognitive Neuroscience; Developmental and Educational Psychology; Education; Experimental and Cognitive Psychology
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URL: https://serval.unil.ch/resource/serval:BIB_155E6A7247EA.P001/REF.pdf
https://doi.org/10.1111/mbe.12233
https://serval.unil.ch/notice/serval:BIB_155E6A7247EA
http://nbn-resolving.org/urn/resolver.pl?urn=urn:nbn:ch:serval-BIB_155E6A7247EA5
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