Results 171 to 180 of about 2,534 (256)

Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language. [PDF]

Br J Educ Psychol
Booton SA, Birchenough JMH, Gilligan-Lee K, Jelley F, Murphy VA.   +4 more
europepmc   +1 more source

Evaluation of metacognitive awareness of reading strategies among medical students

Journal of Research in Medical and Dental Science, 2016
Pallavi Panchu, Biju Bahuleyan, Seethalakshmi K, Tom Thomas   +3 more
openaire   +1 more source

Words and Scents: How Language Shapes and Skews Olfactory Processing

Topics in Cognitive Science, EarlyView.
Abstract Research on language and olfaction presents a paradox. Language appears to support the formation of odor categories, yet it can also hinder odor recognition through verbal interference, highlighting that different olfactory processes get affected in distinct ways.
Norbert Vanek
wiley   +1 more source

Metacognition and cognitive dysfunction in post-COVID condition. [PDF]

Front Psychol
Oliver-Mas S, Delgado-Alonso C, Díez-Cirarda M, Catricalà E, Cuevas C, Valles-Salgado M, Barroso Y, López-Carbonero JI, Alcalá Ramírez Del Puerto JM, Cappa SF, Matias-Guiu JA.   +10 more
europepmc   +1 more source

How Generative AI Affects Team Communication in Secondary Education: A Qualitative Investigation

Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.
ABSTRACT Background The integration of Generative AI (GenAI) into collaborative learning in secondary education has created new possibilities for this pedagogical approach. It has also raised concerns about its impact on team communication, particularly, for adolescent learners whose collaborative competencies are still developing.
Wenjie Hu, Cecilia Ka Yuk Chan
wiley   +1 more source

Bridging Digital Learning Competence and Academic Achievement: The Roles of Informal Digital Learning and Metacognitive Self-Regulation. [PDF]

J Intell
Ko H.
europepmc   +1 more source

How AI‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics

Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026.
ABSTRACT Background Despite growing integration of generative AI in educational settings, little is known about whether and to what extent AI‐generated real‐time feedback can support first‐grade students in solving multimodal mathematical tasks. Objectives Our study aims to examine student–AI feedback dynamics from a process‐oriented perspective ...
Sonsoles López‐Pernas, Kamila Misiejuk, Mohammed Saqr   +2 more
wiley   +1 more source

How sure am I? How text genre and question type shape comprehension calibration in primary and secondary school students. [PDF]

Front Psychol
Zagato A, Pizzigallo E, Pellegrino G, Capodieci A, Carretti B, Mirandola C.   +5 more
europepmc   +1 more source

Active learning strategies in business and information & communication technology engineering higher education: A scoping review

Review of Education, Volume 14, Issue 2, August 2026.
Abstract Active learning (AL) has emerged as a pedagogical response to diverse educational challenges across multiple disciplines. This scoping review maps the terrain of AL implementation patterns, examining AL practices in Business Education, Information and Communication Technology (ICT) Engineering, Mathematics, and Statistics from 2015 until the ...
Dubravka Novkovic, Ricardo Torres Kompen, Josep Petchamé   +2 more
wiley   +1 more source

How social-emotional learning promotes reading achievement? A systematic review of mechanisms and instructional design. [PDF]

Front Psychol
Hua L, Zhang Z, Wang H.
europepmc   +1 more source