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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...51 52 53 54 55 Hits 1.081 – 1.097 of 1.097 1081 COORDINATION AMONG ARTICULATORS IN SPEECH. TULLER, BETTY HELEN.; University of Connecticut. BASE Show details 1082 The role of assembled phonology in English visual word recognition: Towards a nonlinear model of assembly. Berent, Iris.; University of Pittsburgh. BASE Show details 1083 Verb-argument structure processing in aphasia: A time-course analysis. Gordon, Betsy.; Florida Atlantic University. BASE Show details 1084 Dynamic representation of musical structure. The Ohio State University.; Large, Edward Wilson. BASE Show details 1085 Perception of transient nonspeech stimuli is normal in specific language impairment: evidence from glide discrimination Bishop, Dorothy; Adams, C.V.; Nation, K. BASE Show details 1086 Does impaired grammatical comprehension provide evidence for an innate grammar module? Norbury, Courtenay Frazier; Bishop, Dorothy; Briscoe, Josie BASE Show details 1087 Individual differences in handedness and specific language impairment: evidence against a genetic link Bishop, Dorothy BASE Show details 1088 High heritability of speech and language impairments in 6-year-old twins demonstrated using parent and teacher report. Bishop, Dorothy; Laws, Glynis; Adams, Caroline. BASE Show details 1089 Frequency discrimination and literacy skills in children with mild to moderate sensorineural hearing loss Halliday , Lorna F.; Bishop, Dorothy BASE Show details 1090 Assessing and accommodating addressees' needs: The role of speakers' prior expectations and addressees' feedback Kuhlen, Anna Katharina. - : The Graduate School, Stony Brook University: Stony Brook, NY., 1-Aug-10 BASE Show details 1091 Frequency discrimination deficits in people with specific language impairment: reliability, validity and linguistic correlates McArthur, G. M.; Bishop, Dorothy BASE Show details 1092 Auditory frequency discrimination in children with Specific Language Impairment: a longitudinal study Hill, Penelope R.; Hogben, J. H.; Bishop, Dorothy BASE Show details 1093 Long range prosody prediction and rhythm: doing rhythm with fewer assumptions Kochanski, Greg; Loukina, Anastassia; Keane, Elinor. BASE Show details 1094 A phonologically calibrated acoustic dissimilarity measure Coleman, John S.; Kochanski, Greg P.; Baghai-Ravary, Ladan BASE Show details 1095 Simulating SLI: general cognitive processing stressors can produce a specific linguistic profile Plunkett, Kim; Bishop, Dorothy V.M.; Hayiou-Thomas, Marianna E. BASE Show details 1096 Verbal and visuo-spatial processing demands in writing Lea, Joseph D., 1970- BASE Show details 1097 Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring Denervaud, Solange; Knebel, Jean-François; Immordino-Yang, Mary Helen; Hagmann, Patric In: Mind, Brain, and Education 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. Keyword: Cognitive Neuroscience; Developmental and Educational Psychology; Education; Experimental and Cognitive Psychology 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 BASE Hide details Page: 1...51 52 53 54 55

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