Using Epistemic Network Analysis to Visually Map a Metacognitive Continuum of Urban Fourth Graders’ Strategies for Navigating Multimodal Science Texts

2020 ◽  
Vol 121 (2) ◽  
pp. 224-255
Author(s):  
Sharon M. Pratt ◽  
Julianne M. Coleman
Keyword(s):  
Network Analysis ◽  
Fourth Graders ◽  
Science Texts

1902: Is Steinstrasse After ESWL of Renal Stones Predictable? Artificial Neural Network Analysis

2004 ◽  
Vol 171 (4S) ◽  
pp. 502-503
Author(s):  
Mohamed A. Gomha ◽  
Khaled Z. Sheir ◽  
Saeed Showky ◽  
Khaled Madbouly ◽  
Emad Elsobky ◽  
...  
Keyword(s):  
Neural Network ◽  
Artificial Neural Network ◽  
Network Analysis ◽  
Renal Stones ◽  
Neural Network Analysis ◽  
Artificial Neural Network Analysis ◽  
Artificial Neural

Internalizing Behavior During the Transition from Childhood to Adolescence

2010 ◽  
Vol 26 (3) ◽  
pp. 187-193 ◽  
Author(s):  
Marc Vierhaus ◽  
Arnold Lohaus ◽  
Indra Shah
Keyword(s):  
Research Design ◽  
Internalizing Symptoms ◽  
Fourth Graders ◽  
Cross Sectional Study ◽  
Second Graders ◽  
Internalizing Behavior ◽  
Longitudinal Assessment ◽  
Sectional Study ◽  
Cross Sectional ◽  
The One

This investigation focuses on the question whether assessments of the development of internalizing behavior from childhood to adolescence are affected by the kind of research design (longitudinal versus cross-sectional). Two longitudinal samples of 432 second-graders and 366 fourth graders participated in a longitudinal study with subsequent measurements taken 1, 2, and 3 years later. A third sample consisting of 849 children covering the same range of grades participated in a cross-sectional study. The results show that the development of internalizing symptoms in girls – but not in boys – varies systematically with the research design. In girls, there is a decrease of internalizing symptoms (especially between the first two timepoints) in the longitudinal assessment, which may reflect, for example, the influence of strain during the first testing situation. Both longitudinal trajectories converge to a common trajectory from grade 2 to grade 7 when controlling for this “novelty-distress effect.” Moreover, when we control this effect, the slight but significant decrease characterizing the common trajectory becomes similar to the one obtained in the cross-sectional study. Therefore, trajectories based on longitudinal assessments may suggest more changes with regard to internalizing symptoms over time than actually take place, while trajectories based on cross-sectional data may be characterized by an increased level of internalizing symptoms. Theoretical and practical implications of these results are discussed.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

When Do Analogies Promote Learning From Science Texts?

2012 ◽  
Author(s):  
Andrew R. Taylor ◽  
Jennifer Wiley
Keyword(s):  
Science Texts
Sign in / Sign up

Export Citation Format

Share Document