Results 201 to 210 of about 177,396 (252)

Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes

open access: yesLanguage Learning, Volume 76, Issue 2, Page 528-564, June 2026.
Abstract This study examined second language vocabulary processing and learning in reading only (RO) versus reading while listening (RWL). 119 English learners read or read‐while‐listening to a story embedded with 25 pseudowords, 10 times each, and had their eye movements tracked.
Jonathan Malone   +3 more
wiley   +1 more source

Desired features of feedback in a high‐paced clinical setting: A Q‐methodology study

open access: yesMedical Education, Volume 60, Issue 6, Page 638-654, June 2026.
Abstract Introduction The transformative learning potential of feedback, a key pillar of competency‐based medical education, can only be fully realised when a learner's preferences are integrated into the feedback process. However, there is limited understanding of medical residents' preferences, which could better inform this process.
Renee S. Chuang   +4 more
wiley   +1 more source

Dual learning systems in talker identification: the effects of language, accent, and feedback. [PDF]

open access: yesAtten Percept Psychophys
Xiong S   +4 more
europepmc   +1 more source

Exploring Preferences for a Digital Single‐Session Intervention for Adolescent Siblings of Youth With Cancer

open access: yesPediatric Blood &Cancer, Volume 73, Issue 5, May 2026.
ABSTRACT Introduction Adolescent siblings of children with cancer are at elevated risk for psychosocial problems. Unfortunately, various barriers such as limited family time and resources, conflicting schedules, and psychosocial staffing constraints at cancer centers hinder sibling access to support.
Christina M. Amaro   +10 more
wiley   +1 more source

Pretesting and Posttesting in Spelling Acquisition: Cross‐Linguistic Evidence From Contrasting Writing Systems

open access: yesApplied Cognitive Psychology, Volume 40, Issue 3, May/June 2026.
ABSTRACT Understanding how cognitive mechanisms support spelling acquisition across writing systems is a fundamental challenge in educational psychology. We conducted the first controlled comparison of pretesting (generating spellings before instruction), posttesting (retrieving spellings after instruction), and copying (traditional transcription ...
Rui Dong   +3 more
wiley   +1 more source

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