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International Journal of Pedagogies and Learning, 2009
In this study, the author investigated how analytical mathematical ability and domain-specific mathematical knowledge were associated with insight problem solving in mathematics. Knowledge and analytical subtests of the Test of Three-Mathematical Minds and nine insight problems were used to measure participants' mathematical knowledge, analytical ...
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In this study, the author investigated how analytical mathematical ability and domain-specific mathematical knowledge were associated with insight problem solving in mathematics. Knowledge and analytical subtests of the Test of Three-Mathematical Minds and nine insight problems were used to measure participants' mathematical knowledge, analytical ...
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A Non-domain Specific Spatial Ability Test for Gamers Using Drawing and a Mental Rotation Task
2015This chapter describes a study of gamers (defined as persons who play 2D or 3D games for more than 1 hr a week) and non-gamers (defined as those who play 2D or 3D games for less than 1 hr a week/month) and their ability to draw what they see. Participants completed a drawing task, a series of spatial cognition tests, and reported on their gaming habits.
Theodor G. Wyeld, Benedict Williams
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Journal of Chemical Education, 2014
This paper reports a comparison of a group of higher- and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students’ general and domain-specific cognitive abilities.
Ozcan Gulacar +2 more
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This paper reports a comparison of a group of higher- and lower-achieving undergraduate chemistry students, 17 in total, as separated on their ability in stoichiometry. This exploratory study of 17 students investigated parallels and differences in the students’ general and domain-specific cognitive abilities.
Ozcan Gulacar +2 more
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Journal of Experimental Child Psychology, 2005
To explore the hypothesis that domain-specific identity development predicts reasoning biases, adolescents and young adults completed measures of domain-general and domain-specific identity, epistemic regulation, and intellectual ability and evaluated arguments that either supported or threatened their occupational goals. Biases were defined as the use
Klaczynski, Paul, Lavallee, Kristen
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To explore the hypothesis that domain-specific identity development predicts reasoning biases, adolescents and young adults completed measures of domain-general and domain-specific identity, epistemic regulation, and intellectual ability and evaluated arguments that either supported or threatened their occupational goals. Biases were defined as the use
Klaczynski, Paul, Lavallee, Kristen
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2017
Students’ causal attributions about the reasons underlying their academic successes and failures influence their academic motivation and subsequent achievement. We investigated whether students’ attributions vary across academic subjects, and whether such domain-generality or specificity changes with development.
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Students’ causal attributions about the reasons underlying their academic successes and failures influence their academic motivation and subsequent achievement. We investigated whether students’ attributions vary across academic subjects, and whether such domain-generality or specificity changes with development.
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2009
The present study identified common and domain-specific characteristics of gifted students through a hierarchical structural model of human abilities that was established through integrating major models of human abilities by a conceptual analysis based on interrelationships between abilities.
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The present study identified common and domain-specific characteristics of gifted students through a hierarchical structural model of human abilities that was established through integrating major models of human abilities by a conceptual analysis based on interrelationships between abilities.
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Cross-domain associations between mathematical and narrative abilities in preschool-aged children
Journal of Experimental Child Psychology, 2021Kiren S Khan +2 more
exaly
Introduction: Implicit beliefs regarding abilities’ development (e.g., STEM-related abilities) have important implications in people's perceptions (e.g., influencing how people perceive the likelihood of a person pursuing a STEM career). Such beliefs may be genetic (abilities are innate and unchangeable), environmental (abilities can be modified and ...
Lisa Luis +2 more
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Lisa Luis +2 more
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