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The purpose of this study was to investigate whether learning strategies play a mediating role in the relationship between learning attitude and foreign language proficiency. Partial Least Squares Structural Equation Modeling (PLS-SEM) were employed to analyze the structural connections among language learning strategies, learning attitudes, and their potential influence on language proficiency. The data were gathered from 1208 Saudi Arabian female secondary school students. The results indicate that learning attitude significantly influences language learning and has a notable impact on students' foreign language proficiency. Additionally, language learning strategies, particularly strategies such as memory, compensation, and cognitive, play a pivotal role in mediating the connection between learning attitude and language proficiency. This study holds implications for English language teaching. Foreign language educators should not only focus on imparting knowledge but also on fostering students' learning strategies and attitudes.

Learners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford's (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning.

The sources of knowledge have diversified and increased due to the widespread use of the Internet and smartphones. However, this diversity requires learners to know how to deal with and obtain knowledge and the extent of their credibility and usefulness. Subsequently, they must learn language learning strategies, including Memory Strategies (MSs) and Cognitive Strategies (CSs). This study scrutinizes the employment of reading MSs and CSs mediated by selected applications and tools of Internet-Connected Smartphones (ICSs) among Saudi undergraduates in an English as a Foreign Language (EFL) reading context. The study followed a quasiexperimental research design with two groups. The data was collected through a questionnaire and an achievement test. While the control group used the traditional methods of learning, the experimental group utilized their ICSs to employ reading MSs and CSs in the online learning mode after they received the necessary training. The study showed that students improved their performance in Reading Comprehension (RC) and use of reading MSs and CSs compared to their peers in the control group. The researcher recommends conducting workshops to train students on effectively employing MSs and CSs through ICSs to learn EFL reading skills.

Children talking to their parents more frequently about past experiences tend to have higher emotion regulation skills and self-esteem in their future lives, which may lead to higher volume and richer emotional content in future memories. Previous research also indicated that self-esteem has a strong bond with emotion regulation skills. This study's aim is to measure the mediator roles of emotion regulation difficulty and self-esteem on the relationship between childhood maternal reminiscing frequency and the volume and emotional content of the current memory experienced with the mother. Additionally, mediator roles of self-esteem in the connection between past maternal reminiscing and emotion regulation difficulty, and emotion regulation difficulty in the relationship between self-esteem and the current memory variables (i.e., total words, total emotion and unique emotion words) are examined. Participants (N=124, the age range was 2239) filled out Rosenberg Self-Esteem, Emotion Regulation Difficulty, and Family Reminiscence Scales and wrote down one negatively-charged recent memory about their mothers. Path analysis revealed significant positive associations between past maternal reminiscing and self-esteem, emotion regulation difficulty, and total and unique emotion words in recent memory, and negative association between self-esteem and emotion regulation difficulty, supporting half of the mediation hypotheses. Results supported the notion that the frequency of parent-child reminiscing conversations in childhood is a parameter of child development since it can show its prospective effect via improving self-esteem and emotional functioning. Gender differences were not evident for current memory variables but more research on this issue is needed to reach more precise conclusions.

Feminist Imaginaries are psychological and social spaces where creative possibilities are overflowing. They facilitate new ways of being, new ways of knowing and new ways of knowledge creation. This paper embraces a decolonial and feminist approach to storytelling, remembering, reclaiming and retelling; telling the stories of a band of wandering women, journeying to the psychosocial spaces of the Imaginary. Drawing upon a feminist theoretical tapestry, creative writing methods and autoethnographic approaches, the story is an example of the possibilities for Feminist Imaginaries in academic research. Many female students I have encountered naively believe they have social justice and equality but the inequalities are hidden in low paid, part-time work and unpaid care. To explore patriarchy's deceptive nature, reference is made to the canons of Western art and literature as spaces from which to depart. It is from this space and time of departure that our journeys to the Imaginaries begin. Our lived experiences as artists as educators makes our activism all the more urgent to care for racialised, working class and disabled students. Those experiences are illustrated in poetry and visually in an artwork created to accompany this paper entitled, "Remember, shout her name, tell her-story." Furthermore, creative writing is a form of the Imaginary and is used to tell this tale. I suggest, by borrowing from Laurel Richardson, creative writing is a method of inquiry to learn about ourselves and our research. By writing into the topic, rather than reading around and then writing, the imagination can wander and wonder freely. I include a small demonstration of how this process might be performed. In this way the story is open-ended, to be continued, as so too the fight for social and gender justice must continue. Accordingly, I invite you, the reader, to remember your stories, reclaim, imagine them, document and share them.

The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant's likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

Past studies have explored student self-perception within chemistry courses. Various factors have been explored including course level, student academic background, and gender. However, it appears that there are few (if any) studies that have looked at whether students are aware of how they have performed previously in the course. Through a study over a two-year period, students at all levels (freshman through M.S.) of a chemistry program were surveyed and asked to self-report predictions of their score on examinations as well as several other items including their recall of previous course grades. At all levels, poorer performing students were less likely to be able to recall previous examination scores.

This paper presents data capturing Korean university students' familiarity with English online acronyms, examines factors that may predict this familiarity, and presents an explicit instruction intervention involving vocabulary knowledge of online acronyms. The Vocabulary Size Test (VST) measured students' vocabulary size, while a self-report survey measured social media engagement and the percentage of engagement that occurred in English. The Vocabulary Knowledge Scale (VKS) measured initial familiarity and gains in vocabulary knowledge. The results suggest that English learners in Korean universities are not well-acquainted with English online acronyms, but that receptive vocabulary size and English-language social media engagement may offer some predictive power regarding their level of familiarity. An explicit treatment of acronym expansions and their uses resulted in a significant and robust gain in vocabulary knowledge, suggesting that explicit instruction of online acronyms may improve digital literacy and comprehension of computer-mediated communication (CMC) more effectively than simply relying on incidental gains through repeat exposures over time.

During the last decades, global interest in learning English as a foreign language has increased, encouraging countries to include it in school education. This trend was followed by the Chilean Ministry of Education, which suggests teaching English based on a communicative approach starting in early childhood education. To foster students' learning, it is imperative to acknowledge that children learn differently than older learners and that English as a foreign language teachers should be able to identify their needs and implement age-appropriate strategies. This article reports the action research findings that explore the contribution of board games, memory, and bingo on pre-kindergarten students' oral expression when participating in English lessons. A group of 19 children aged four from a private school in Concepción, Chile, took part in this study by playing online and board bingo, and memory games. Data were gathered by qualitative methods, such as an observation checklist, a semi-structured interview applied to thein co-teacher, and group interviews carried out with students at the end of the intervention. The group and semi-structured interview data were analyzed through the thematic data analysis technique, along with frequency data analysis used to process the observational checklists. The results show that students increased their English oral production when games were implemented in their lessons.

The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

English is an indispensable language, especially in the digital age. For students who are not specialized in English vocabulary, understanding effective vocabulary learning strategies becomes crucial, helps increase their chances of being hired, and improves coherence in written and spoken communication. This study investigates the vocabulary learning strategies most and least commonly employed by ESP students. The research involved 59 participants from three majors: business administration, accounting, and tourism. Data collection was carried out through questionnaires and interviews. The findings highlight students' preference for metacognitive strategies and their positive attitude toward technology as a supportive tool for vocabulary acquisition. Additionally, cognitive and memory strategies linked to learned vocabulary were occasionally utilized. The implications of this research extend to teachers, students, and curriculum designers, providing insights for developing appropriate methods to enhance ESP vocabulary learning.

The ongoing underrepresentation of Iraqi school students in science, mathematics, and PE (physical education) (SMPE) in general, and especially in PE demonstrates the need to develop and implement strategic high impact practice, such as new effective teaching strategies that not only improve students' academic outcomes but also foster student development holistically. In Iraqi schools, there is a need to help students persist and remain interested in their discipline and academic level; hence, this study aims to explore the effects of various PE STA (spectrum teaching approaches), the TGFU (teaching game for understanding), and TTA (traditional teaching approach) on intermediate school students' HBS (basic handball skills). A total of 90 male students participated in the present study. In EGs (experimental groups), the STA and TGFU were employed for EG1 (experimental group one) and EG2 (experimental group two), while the TTA was used for CG (control group). The results of the SPANOVA test showed a significant effect of the STA and TGFU approaches in enhancing the BHS in favour of the STA. However, there were no statistically significant differences in the interaction between Test time and teaching groups. The value of research does not require only coming up with solutions to a problem (under study) but also revealing new concerns worthy of investigation and analysis, such as investigating this tool's effectiveness in teaching other sports.

This study was conducted to determine the opinions of elementary teachers about the child abuse and neglect education program developed according to the quantum learning model. This study was carried out with the participation of 20 elementary teachers working in the Yozgat province of Turkey. Quantitative and qualitative research methods were used together. Within the scope of the quantitative research, the "In-Service Training Programs Evaluation Scale" developed by Tekin and Yaman in 2008 was used. This scale had two factors and 28 items. The Cronbach's alpha coefficient of the scale in the original study was 0.95. Within the scope of the qualitative research, open-ended structured questions were asked to determine the opinions of elementary teachers on child abuse and neglect and the quantum learning model. Descriptive statistics and descriptive analysis were used in the analysis of the data. As a result of the analysis, it was determined that the opinions of teachers on the in-service training program were positive; they considered the quantum learning model as a physics-related model that developed the student in all aspects; they did not plan to implement the quantum learning model in the classroom; and they found it positive that the quantum learning model and child abuse and neglect were handled together. Teachers also reported that parents should participate in the training program on child abuse and neglect. The teachers acquired the learning outcome "Knows that he/she should call the Alo 183 social support line in case of child abuse and neglect" at the end of the training program. As a result of the study, recommendations were made regarding the nature of the courses to be organized for teachers, the arrangements that can be made in schools for the implementation of the quantum learning model, and the need to organize educational programs for parents.

Python programming is widely employed in educational institutions worldwide. Within the "Merdeka Belajar" curriculum context, this programming is recognized as a suitable vehicle for mathematics instruction, significantly influencing students' motivation and learning outcomes, particularly following periods of educational hiatus. This study examines the effectiveness of Python programming in promoting heightened learning outcomes by examining the intricate relationship between student motivation and learning. The study uses quantitative research methodologies to evaluate student learning facilitated through Python programming, encompassing problem-solving assessments and the administration of motivation questionnaires. By engaging in coding practices, students understand the symbols they manipulate, facilitating their ability to juxtapose data derived from mathematical modeling with the resultant programming output. When disparities arise, students are empowered to reassess their work, fostering a more profound comprehension of the subject matter. These exercises serve to augment students' capacity to retain and process information within memory. Furthermore, students demonstrate a favorable disposition, exhibiting persistence in resolving programming challenges by meticulously analyzing error outputs, particularly those pertaining to TypeErrors. Encouraging students to confront errors through thoroughly examining error output manifestations engenders an efficacious learning paradigm. This research proffers invaluable insights for educational institutions contemplating the integration of Python programming as an instructional adjunct.

This piece demonstrates a creative practice that invites educators from diverse backgrounds to consider the memories, stories, and cultural histories alive within them. How we carry and know our own stories influences how we can critically and reflexively enact or challenge policies of cultural responsivity in education. Given that the political landscapes in education get remade over and over, the threads of our personal histories remain vital to remember, so they, too, do not move into the realm of forgetting. To connect, in an ongoing way, to our unique heritages and stories is to challenge current policy proposals that intend to privatise historical and cultural education, risking fragmentation and dissociation. This piece uses a diffractive storytelling approach through critical autoethnography to consider how material artefacts are imbued with histories and stories. This article traces my memories as a Pakeha (immigrant of European origin) educator in Aotearoa, New Zealand, from Scotland, through the artefact of a tartan quilt. I demonstrate how educators may use creative practices to remember and trace the threads of their stories through their material artefacts, elucidating the lenses from which they teach so they may equip students with the tools to navigate political influences within their own stories.

Background: White noise stimulation has demonstrated efficacy in enhancing working memory in children with ADHD. However, its impact on other executive functions commonly affected by ADHD, such as inhibitory control, remains largely unexplored. This research aims to explore the effects of two types of white noise stimulation on oculomotor inhibitory control in children with ADHD. Method: Memory guided saccade (MGS) and prolonged fixation (PF) performance was compared between children with ADHD (N = 52) and typically developing controls (TDC, N = 45), during auditory and visual white noise stimulation as well as in a no noise condition. Results: Neither the auditory nor the visual white noise had any beneficial effects on performance for either group. Conclusions: White noise stimulation does not appear to be beneficial for children with ADHD in tasks that target oculomotor inhibitory control. Potential explanations for this lack of noise benefit will be discussed.

Cognitive science has demonstrated that we construct knowledge about the world by abstracting patterns from routinely encountered experiences and storing them as semantic memories. This preregistered study tested the hypothesis that caregiving-related early adversities (crEAs) shape affective semantic memories to reflect the content of those adverse interpersonal-affective experiences. We also tested the hypothesis that because affective semantic memories may continue to evolve in response to later-occurring positive experiences, child-perceived attachment security will inform their content. The sample comprised 160 children (ages 6-12 at Visit 1; 87F/73 M), 66% of whom experienced crEAs (n = 105). At Visit 1, crEA exposure prior to study enrollment was operationalized as parental-reports endorsing a history of crEAs (abuse/neglect, permanent/significant parent-child separation); while child-reports assessed concurrent attachment security. A false memory task was administered online [approximately]2.5 years later (Visit 2) to probe the content of affective semantic memories--specifically attachment schemas. Results showed that crEA exposure (vs. no exposure) was associated with a higher likelihood of falsely endorsing insecure (vs. secure) schema scenes. Attachment security moderated the association between crEA exposure and insecure schema-based false recognition. Findings suggest that interpersonal-affective semantic schemas include representations of parent-child interactions that may capture the quality of one's own attachment experiences and that these representations shape how children remember attachment-relevant narrative events. Findings are also consistent with the hypothesis that these affective semantic memories can be modified by later experiences. Moving forward, the approach taken in this study provides a means of operationalizing Bowlby's notion of internal working models within a cognitive neuroscience framework.

The objective for beginning writers is to learn how to generate alphabet-letters which are recognisable and easy to read. This study investigated the accuracy of Year 1 and 2 children's alphabet-letter-writing by evaluating their alphabet and orthographic knowledge, following evidence which identifies these skills as important for correctly representing the Latin alphabet-letters in written form. 408 typical children from the first two years of formal schooling were recruited from eight Western Australian schools and asked to write the twenty-six-lowercase alphabet-letters under three different writing conditions: from memory; the initial sounds of words; and copying. Performance was measured using the Perceive, Recall, Plan and Perform (PRPP) System of Task Analysis (Stage One). Analyses revealed the mean average number of the 26- lowercase alphabet-letters correctly written from memory was 8.17 (Year 1) and 12.76 (Year 2). Mean averages were similar across the three writing conditions. Comparative analysis showed children in Year 2 were significantly better than Year 1 children at recalling the alphabet-sequence, sound-letter-translation, and retrieving the letter-shape, letter-case, and letter-orientation. No significant difference was found in name-to-letter translation, letter-formation, or letter-placement skills. The results highlighted that many typical Year 1 and 2 children have difficulty accurately generating all 26- lowercase alphabet-letters. The findings suggested that the way early writers learn to form and place an alphabet-letter, whether it is accurate or not, is how they continue to write the alphabet-letter through their early school journey. Considerations for evaluation and instruction of alphabet-letter-writing are discussed.

Music performance is an intensive sensorimotor task that involves the generation of mental representations of musical information that are actively accessed, maintained, and manipulated according to the demands of the performance. Internal representations and external information interact through feedback and feedforward processes that adjust the musician's motor behavior to optimize a musical performance. This study aimed to examine the relationship between altered sensory feedback and performance errors. Seventeen experienced pianists aged between 33 and 54 years performed Hanon Exercise N°1 from memory under four different conditions: (1) normal (normal sensory feedback); (2) closed fallboard (altered haptic and auditory feedback); (3) blindfolded (altered visual feedback); and (4) combined (blindfolded and closed fallboard; altered haptic, auditory, and visual feedback). Performance errors were quantified based on a video analysis of the performances. Results indicated that compared with normal performance, participants made significantly more note errors in the blindfolded condition and more bar-adding errors per trial in the closed fallboard condition. The comparison between the normal condition and the three altered sensory feedback conditions revealed the impact of altering sensory feedback in musical performance. These findings are discussed in the context of music learning.

Purpose: The purpose of this study was to analyze secondary data from three mother-child dyads in order to evaluate how family photographs and training in naturalistic strategies affected the way mothers reminisce with their children with autism spectrum disorders. Method: A secondary analysis (i.e., collateral effects) of a single-case dataset was conducted to assess the impact of family photographs and training in naturalistic strategies on the selected variables. Results: The introduction of family photographs showed positive effects on the mother's reminiscing style and the child's memory responses across all dyads. Furthermore, additional improvements were observed in these areas after training and coaching in the target strategies. Conclusion: This study demonstrates the positive impact of using family photographs and naturalistic based strategies in joint-reminiscing conversations for mothers and children with autism spectrum disorder. The intervention improved the mothers reminiscing style and child's memory responses, highlighting the potential value of parent-implemented interventions, especially those based on naturalistic strategies, in supporting individuals with autism spectrum disorder and their caregivers.

In this article, the authors illustrate how teachers use a strength based, culturally responsive Response to Intervention (RTI) framework to meet the varied needs of a culturally diverse, twice-exceptional student. Using a case-based approach, the authors demonstrate how classroom teachers and specialists collaborate with the student and her family to create an individualized system of supports designed to nurture the student's gifted potential while simultaneously addressing her cultural needs and learning disabilities. Using a hypothetical case, a student's curiosity about her Puerto Rican heritage and multiracial identity becomes the central focus as teachers build a thematic unit of instruction that honors her ancestors. As the student learns about her Indigenous Taíno and African heritage, she is taught to use specific evidence-based learning strategies to improve her memory, study skills and build on her curiosity and multilingual strengths. Throughout the article, the authors provide explicit examples of how to create a culturally responsive RTI plan for a diverse twice-exceptional student.

Multisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross-modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross-model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross-modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross-modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality.

The process of creative problem-solving (CPS) commonly demands that individuals consciously or unconsciously integrate creative ideas from a vast array of diverse information. Using a masked priming paradigm and the Chinese remote associates test (RAT), this study provides innovative behavioral evidence for the integration of multiple unconscious stimuli during CPS. In Experiment 1, three masked Chinese characters were simultaneously presented in the RAT, the first and third characters could be combined to form an answer. Two Chinese two-character words were presented in parallel, each containing the answer in Experiment 2, and required the complete word information to be split and subsequently re-integrated in a more complex manner than in Experiment 1. Interestingly, in both the experiments, multiple unconsciously processed stimuli generated a priming effect on creative performance. Specifically, a positive priming effect was observed in response to the difficult RATs, whereas a negative priming effect was observed in response to the easy RATs. Overall, our study verified that semantic integration between different unconsciously perceived stimuli can occur, which provides insights into the mechanisms underlying unconscious priming effects and contributes to a better understanding of how creative cognitive processing is influenced by multiple types of unconscious information.

While a large body of work in sentence comprehension has explored how different types of linguistic information are used to guide syntactic parsing, less is known about the effect of discourse structure. This study investigates this question, focusing on the main and subordinate discourse contrast manifested in the distinction between restrictive relative clauses (RRCs) and appositive relative clauses (ARCs) in American English. In three self-paced reading experiments, we examined whether both RRCs and ARCs interfere with the matrix clause content and give rise to the agreement attraction effect. While the standard attraction effect was consistently observed in the baseline RRC structures, the effect varied in the ARC structures. These results collectively suggest that discourse structure indeed constrains syntactic dependency resolution. Most importantly, we argue that what is at stake is not the static discourse structure properties at the global sentence level. Instead, attention should be given to the incremental update of the discourse structure in terms of which "discourse questions" are active at any given moment of a discourse. The current findings have implications for understanding the way discourse structure, specifically the active state of discourse questions, constrains memory retrieval.

Prospective memory helps us to remember to perform tasks in the future. Prospective memory can be either time or event based. The goal of this study was to determine time- and event-based prospective memory in autistic adults across the life span. Autistic (n = 82) and non-autistic (n = 111) adults, aged between 30 and 86 years, performed the lab-based Amsterdam Breakfast Task, and several naturalistic prospective memory tasks. Preregistered analyses (AsPredicted #34249) were performed using classical frequentist as well as Bayesian statistics. On none of the prospective memory tasks, group differences were observed. Our results show no effect of age on naturalistic tasks, but age did affect our lab-based measure, indicative of the age paradox often described in non-autistic adults. Moreover, we found evidence for a parallel age-related effect of lab-based and naturalistic prospective memory in autistic and non-autistic individuals.

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline-specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline-specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline-specific and integrated course approaches. The results suggest contextual learning--providing physiological context to anatomical structures--increases the anatomical content retention and academic achievement overall.

Land-based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more-than-human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning-making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land-based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro-analysis of participant-generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land-based literacies. We describe Land- walking, including forest- and creek-crossing practices, as literacies that require reading and meaning-making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land-based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land-based literacies for sustainable stewardship of the Land during times of drastic environmental change.

Relatively little work has focused on why we are motivated to learn words. In adults, recent experiments have shown that intrinsic reward signals accompany successful word learning from context. In addition, the experience of reward facilitated long-term memory for words. In adolescence, developmental changes are seen in reward and motivation systems as well as in reading and language systems. Here, in the face of this developmental change, we ask whether adolescents experience reward from word learning, and how the reward and memory benefit seen in adults is modulated by age. We used a naturalistic reading paradigm, which involved extracting novel word meanings from sentence context without the need for explicit feedback. By exploring ratings of enjoyment during the learning phase, as well as recognition memory for words a day later, we assessed whether adolescents show the same reward and learning patterns as adults. We tested 345 children between the ages of 10-18 (N > 84 in each 2-year age-band) using this paradigm. We found evidence for our first prediction: children aged 10-18 report greater enjoyment for successful word learning. However, we did not find evidence for age-related change in this developmental period, or memory benefits. This work gives us greater insight into the process of language acquisition and sets the stage for further investigations of intrinsic reward in typical and atypical development.

Automatic essay scoring (AES) is an essential educational application in natural language processing. This automated process will alleviate the burden by increasing the reliability and consistency of the assessment. With the advances in text embedding libraries and neural network models, AES systems achieved good results in terms of accuracy. However, the actual goals still need to be attained, like embedding essays into vectors with cohesion and coherence, and providing student feedback is still challenging. In this paper, we proposed coherence-based embedding of an essay into vectors using sentence-Bidirectional Encoder Representation for Transformers. We trained these vectors on Long short-term memory and bidirectional long short-term memory to capture sentence connectivity with other sentences' semantics. We used two datasets: standard ASAP Kaggle and a domain-specific dataset with almost 2500 responses from 650 students. Our model performed well on both datasets, with an average quadratic weighted kappa score of 0.76. Furthermore, we achieved good results compared to other prescribed models, and we also tested our model on adversarial responses of both datasets and observed decent outcomes.

Background: Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-life PM tasks is still unknown. Aims: The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children's PM in a natural setting, namely in the classroom. Sample: Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study. Methods: As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children's everyday prospective and retrospective memory failures were also collected. Results: Results showed that encoding strategies were effective in enhancing children's PM performance. However, differences compared to previous laboratory-based findings emerged since predicting PM performance resulted to be most effective in enhancing real-life PM performance. Moreover, parent reports were related to children's PM performance. Conclusions: These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices.

The relationship between confidence and accuracy has long been an important and controversial topic within the field of human memory. In a recent review article, Schwartz (2024). "Inferential theories of retrospective confidence." Metacognition & Learning.) competently summarized some of the key empirical findings on this issue and clearly articulated two different extant theoretical approaches to understanding this relationship. The "direct access" view states that one's confidence in a memory is tied directly to the strength of the encoded memory trace, predicting a strong and near ubiquitous positive relationship between confidence and accuracy. In contrast, the "inferential view" holds that confidence is inferred from the heuristic use of available cues, and that any positive relationship between confidence and accuracy stems from the use of cues that correlate positively with accuracy. Here, I propose an alternative view that blends aspects of both accounts. Termed the "indirect access" account, I argue that memory signals and their experiential correlates form the basis of confidence judgments. This approach anticipates reported dissociations between confidence and accuracy, and accommodates a broad range of empirical findings. By this view, rare instances of weak confidence-accuracy relationships stem from strong misleading memory signals that experientially mimic strong accurate memory signals. Because strong memory signals are largely accurate, this view predicts a pervasive and robust positive relationship between confidence and accuracy.

Retrospective confidence refers to the phenomenological experience of the level of certainty that retrieved information is, in fact, correct. Retrospective confidence judgments are examined across a range of sub-disciplines in psychology from perception to memory research, and in education and legal applications. This paper focuses on retrospective confidence judgments directed at memory. Typically, retrospective confidence judgments are explained by direct-access models. Direct-access models postulate that people have direct access to the strength of the retrieved memory. In contrast, inferential models posit that people use accessible heuristic cues to determine their retrospective confidence judgments. This paper outlines existing models from both the direct-access approach and the inferential approach. I then present the outcomes of studies that support the need to include inferential models in any explanation of retrospective confidence judgments. These heuristics include cue and encoding fluency, retrieval fluency, retrieval of related information, vividness of the retrieval, and self-consistency. I then present an integrative model to account for how retrospective confidence judgments are made.

This study aims to understand individual differences between children in metacognitive monitoring and control processes and the developmental trajectories of metacognition over one year. Three indicators of procedural metacognition were used: monitoring accuracy (discrimination of confidence judgments between correct and incorrect test responses), effective restudy selections, and accuracy of response maintenance/withdrawal decisions. These indicators were measured for two tasks (text comprehension and Kanji memory) at two measurement points one year apart. Participants were 151 second graders (M age 7.61 years) and 176 fourth graders (M age 9.62 years). With latent profile analyses, distinct metacognition profiles were found for both grade levels at both measurement points. Children showed heterogeneity in the proficiency of metacognition but also in the extent to which metacognitive skills were generalizable across the two tasks. For second-grade children, being low at metacognition at the first measurement point was not associated with extra risks for low metacognition one year later. However, for fourth graders, children with low metacognitive skills appeared likely to stay low in metacognition over time and particularly showed ineffective restudy decisions. This indicates that they seemed at risk for a longer-term metacognitive deficiency. Findings may improve understanding of the heterogeneity of metacognition and support distinguishing typical from at-risk metacognitive development.

When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults' preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.

Music contributes to the expansion of the outlook, memory training, and the development of children's creative abilities. The main objective of the work is to determine the effectiveness of music education for preschool children through the use of modern technologies aimed at the development of the memory of students, taking into account the relationship between parents and teachers. The study relied on the methods of analysis and comparison, which contributed to the development of approaches to teaching preschoolers. The learning mechanisms were based on the development of musical hearing, sense of rhythm, technical aspects, and speech clarity. To implement the training, GNU Solfege, MUSIQUEST, LOOPIMAL, and Penxy were used. The study determined the preschoolers' performance in Experimental Group 1 (EG1) (with parental involvement) and Experimental Group 2 (EG2) (without parental involvement). The findings suggested that 46% of members in EG1 and 12% of members in EG2 obtained strong knowledge after three months of study. After six months, the number of students with proficient knowledge increased to 83% and 21%, respectively. The increase in performance is associated with the development of practical skills, memorization of information, and the narrow focus of the used online learning applications. It was found that the training influenced the development of long-term memory in preschoolers of EG1 (0.98) and the development of short-term memory in students of EG2 (0.97). The paper's practical implications are attributed to identifying the need for the implementation of preschool music education and the use of modern online music technology.

Self-derivation through integration is the process of integrating novel facts and producing new knowledge never directly taught. Knowledge integration has been studied with the presentation of two novel facts. However, in educational settings, individuals are required to integrate new information with prior knowledge learned days, months, or years earlier. Prior knowledge robustly predicts learning outcomes, but less is known about self-derivation through the integration of new information with prior knowledge. Thus, in Study 1, we examined adults' (n = 25) memory integration of new facts with prior knowledge. The participants had 52% accuracy in self-derivation. In Study 2 (n = 86), we examined whether reactivating prior knowledge before the novel fact presentation facilitated self-derivation through integration with prior knowledge. Results indicated that performance was significantly higher for those whose prior knowledge was directly reactivated (55% accuracy) in comparison with the control group (42%). Pedagogical implications are discussed.

In 2020, 21.5% of US preschoolers spoke a language other than English at home. These children transition into English-speaking classrooms in different ways, often handling foundational concepts in two languages. Critically, some knowledge may be dependent on the language of learning. For instance, both bilingual children and adults typically prefer, and exhibit higher performance on arithmetic in the language in which they learned math (LA+) compared with their other language (LA-). The typical interpretation is that arithmetic facts are accessed from memory more efficiently or solely in LA+. However, recent research suggests that bilingual arithmetic is not restricted to one language in memory, and that language experience plays an important role in performance. Moreover, evidence suggests children and adults process arithmetic fundamentally differently. Thus, bilingual arithmetic memory may manifest differently across the life span. This review outlines evidence to date at the intersection between the brain basis of bilingualism, arithmetic processing, and development.

This systematic review aims to provide evidence-based literature on the impacts of technology-based instruction on students' academic achievements, attitude, and recalling capacity. The review was made based on the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) review methodology. To achieve this aim, 583 prior studies from 2013 to 2022 from ERIC and Google Scholar databases were collected. After the exclusion of some studies using PRISMA criteria, 16 studies were included for analysis. Content analysis was employed on the selected literature. The review revealed that technology-integrated teaching positively affected students' academic achievement, attitude toward chemistry, and retention capacity. The review result also confirmed that similar benefits were observed from both male and female students in technology-based instruction. This systematic literature review highlights the existing research gaps observed in the field of the impacts of technology-integrated teaching on students' achievement, attitude, and retaining chemistry content. Thus, it is likely to conclude that technology-integrated chemistry instruction improves students' academic achievement, attitude, and retention capacity. It is also possible to conclude that technology-based instruction is gender-friendly. Most of the research has been done in high school using a quasi-experimental design, the researchers recommended that further research in middle schools on different chemistry topics using different research designs (e.g., Design-Based Research) in doing research in this area.

Metaphor generation is both a creative act and a means of learning. When learning a new concept, people often create a metaphor to connect the new concept to existing knowledge. Does the manner in which people generate a metaphor, via sudden insight (Aha! moment) or deliberate analysis, influence the quality of generation and subsequent learning outcomes? According to some research, deliberate processing enhances knowledge retention; hence, generation via analysis likely leads to better concept learning. However, other research has shown that solutions generated via insight are better remembered. In the current study, participants were presented with science concepts and descriptions, then generated metaphors for the concepts. They also indicated how they generated each metaphor and rated their metaphor for novelty and aptness. We assessed participants' learning outcomes with a memory test and evaluated the creative quality of the metaphors based on self- and crowd-sourced ratings. Consistent with the deliberate processing benefit, participants became more familiar with the target science concept if they previously generated a metaphor for the concept via analysis compared to via insight. We also found that metaphors generated via analysis did not differ from metaphors generated via insight in quality (aptness or novelty) nor in how well they were remembered. However, participants' self-evaluations of metaphors generated via insight showed more agreement with independent raters, suggesting the role of insight in modulating the creative ideation process. These preliminary findings have implications for understanding the nature of insight during idea generation and its impact on learning.

This literature review explores the impact of music on tonal language learning, with a focus on Mandarin Chinese. Utilising searches across major databases such as ERIC (EBSCO), ProQuest Central, Google Scholar, and Web of Science from 2005 to 2024, we selected relevant peer-reviewed English-language articles examining music's role in aiding tone acquisition and related cognitive processes. From 30 publications, findings are categorised into theoretical relationships, cognitive effects, melodic intonation therapy (MIT) applications and digital music applications. Theoretical frameworks emphasise the correlation between musicality and language proficiency, highlighting musicians' enhanced tonal perception and production skills. Cognitive effects include music's influence on pronunciation, memory and cultural understanding. MIT's effectiveness in tonal language learning is then discussed, emphasising its potential to improve cortical representations of tone categories. Finally, digital music applications are examined, focusing on language learning apps incorporating music for personalised and engaging learning experiences. The review finds significant literature reporting that music-based methodologies, aligned with experiential learning paradigms, hold significant potential in Mandarin Chinese acquisition. They enhance listening comprehension, spoken language production, and understanding of grammar and syntax. Similar to MIT principles, music-assisted tonal language learning utilises exaggerated melody and rhythm to improve language production, especially with complex words. This review is motivated by the recognition of music's potential benefits in language education, especially for tonal languages. It aims to provide educators and researchers with insights into effective methods and applications, guiding instructional practices and stimulating further empirical investigations in this interdisciplinary field. Ultimately, it contributes to the ongoing discourse on optimising tonal language learning methodologies.

Contemporary theories of semantic representation posit that social experience is an important source of information for deriving meaning. However, there is a lack of behavioral evidence in support of this proposal. The aim of the present work was to test whether words' degree of social relevance, or "socialness", influences lexical-semantic processing. In Study 1, across a series of item-level regression analyses, we found that (a) socialness can facilitate responses in lexical, semantic, and memory tasks, and (b) limited evidence for an interaction of socialness with concreteness. In Studies 2-3, we tested the preregistered hypothesis that social words, compared to nonsocial words, will be associated with faster and more accurate responses during a syntactic classification task. We found that socialness has a facilitatory effect on noun decisions (Study 3), but not verb decisions (Study 2). Overall, our results suggest that the socialness of a word affects lexical-semantic processing but also that this is task-dependent. These findings constitute novel evidence in support of proposals that social information is an important dimension of semantic representation.

Throughout prolonged tasks, visual attention fluctuates temporally in response to the present stimuli, task demands, and changes in available attentional resources. This temporal fluctuation has downstream effects on memory for stimuli presented during the task. Researchers have established that detection of a target (e.g., a square of a color to which participants are instructed to respond with a button press) within a rapid serial visual presentation (RSVP) stream leads to better memory for concurrently presented stimuli than for stimuli presented along with an RSVP distractor (e.g., a square of a color to which participants are instructed to withhold response). Although debates have arisen regarding whether this memory difference, termed the attentional boost effect, results from target-induced enhancement, distractor-induced impairment, or a combination of the two, researchers have largely come to focus on explanations that consider only target-induced memory enhancement. In the present study, we show across three large-sampled experiments a consistent appearance of both target-induced memory enhancement and distractor-induced memory impairment relative to a baseline. In each experiment, participants responded with a spacebar press to squares of one color in an RSVP stream while withholding response to squares of another color and trials with no square (baseline trials). They simultaneously memorized concurrently presented objects. The presence of both enhancement and impairment in these experiments invites the development of new dual-task research that considers distractor-induced memory impairment and the control of temporal selection across tasks.

In relational event networks, the tendency for actors to interact with each other depends greatly on the past interactions between the actors in a social network. Both the volume of past interactions and the time that has elapsed since the past interactions affect the actors' decision-making to interact with other actors in the network. Recently occurred events may have a stronger influence on current interaction behavior than past events that occurred a long time ago--a phenomenon known as "memory decay". Previous studies either predefined a short-run and long-run memory or fixed a parametric exponential memory decay using a predefined half-life period. In real-life relational event networks, however, it is generally unknown how the influence of past events fades as time goes by. For this reason, it is not recommendable to fix memory decay in an ad-hoc manner, but instead we should learn the shape of memory decay from the observed data. In this paper, a novel semi-parametric approach based on Bayesian Model Averaging is proposed for learning the shape of the memory decay without requiring any parametric assumptions. The method is applied to relational event history data among socio-political actors in India and a comparison with other relational event models based on predefined memory decays is provided.

This article examines attitudes of the Croatian final grade high school students towards the burdensome legacy of the Second World War and Croatian war for independence (1991-1995). Following the theoretical framework of memory studies, and implementing the concept of postmemory, we have developed a structural model connecting ideology and legacy of the wars. In addition, we have further modelled postmemory and its reliance on democratic values, namely political attitudes, trust in state institutions and political knowledge. Individualised predictors offered more nuanced analysis away from the binary understanding of pro-collaborationist and anti-fascist divide, in line with wider European trends and political culture(s).

This study aimed to assess differences in emotion and elaboration quality between clinical and community child cohorts in both past reminiscing and future worry conversations. We analyzed 54 Australian parents (46 mothers, 8 fathers) and their 8- to 12-year-old children (M = 9.63, SD = 1.29; 28 boys, 26 girls) in reminiscing interactions. Dyads were recruited from local schools (community cohort, n = 26) or a children's psychology clinic waitlist (clinical cohort, n = 28). Clinical cohort children engaged in less emotion exploration in both past and future conversations, as did parents for future conversations. Elaboration quality did not differ. Parent-son dyads differed in the clinical cohort, exhibiting significantly lower emotion resolution than the community cohort, or parent-daughter dyads when discussing past events. These findings suggest that discussing anticipated negative events may be a relevant point of family-based intervention for anxious children. Additionally, this study highlights the importance of parent-son emotional discussion.

Successful recognition is generally thought to be based on both recollection and familiarity of studied information. Recent studies found that making judgments of learning (JOLs) can reactively facilitate recognition performance, a form of reactivity effect on memory. The current study aimed to explore the roles of recollection and familiarity in the "reactivity effect" on recognition performance. Experiment 1 replicated the positive reactivity effect on recognition performance. Experiment 2 used the sequential remember/know (R/K) procedure, Experiment 3 utilized the simultaneous R/K procedure, and Experiment 4 inserted a long study-test interval (i.e., 24-h) to determine the roles of recollection and familiarity in the reactivity effect. These three experiments converged in demonstrating that making JOLs reactively facilitated recognition performance through enhancing both recollection and familiarity. Furthermore, there was minimal difference between the reactive influences on recollection and familiarity. The documented findings imply that the JOL reactivity effect on recognition is supported by two underlying mechanisms: greater recollection induced by enhanced distinctiveness, and superior familiarity induced by enhanced learning engagement.

In existing studies of investigative interviewing, the effects of interviewing contexts have often been measured with little consideration of the reciprocal interviewee's stable characteristics. To clarify the factors and conditions under which adults are likely to retain accurate information and be resistant (or vulnerable) to suggestions during interviews, this study systematically explored the relative contributions of interviewing conditions (i.e., interviewer behaviour and exposure to post-event misinformation) and individual differences (i.e., HEXACO personality traits, perceived parenting styles, social trait and state anxiety). A total of 159 Malaysian adults (M = 24.70; SD = 5.48) were assessed virtually using the Gudjonsson Suggestibility Scale 1. Hierarchical regression analyses revealed that higher recall accuracy was linked with supportive interviewer behaviour and non-exposure to misinformation. Notably, individual's personality traits and developmental environment emerged as significant predictors of recall and suggestibility. The implications of remote interviewing in investigations are also discussed.

Visual system is crucial to autobiographical memory. Research tended to show that blind adults may compensate for the loss of visual information in retrieval of their autobiographical memories. Much less is known about how blind children's autobiographical memory develops in the absence of visual information. Using cue-word methodology, 36 sighted and 33 blind early teenagers were asked to recall memories and subsequently rated phenomenological qualities of their memories. Retrieval latency, the number of prompts provided, episodic and non-episodic details reported for each memory were coded. In terms of memory accessibility, the blind group recalled comparable number of memories with comparable latency to retrieve memories, but they needed more prompting. Blind participants recalled similar number of episodic details; however, they reported more extraneous details, decreasing specificity. Blind early teenagers reported higher auditory imagery, a propensity to remember events from the first-person perspective, and a tendency to remember events as coherent stories.