Disentangling the respective contribution of task selection and task execution in self-directed cognitive control development

peer reviewedTask selection and task execution are key constructs in cognitive control development. Yet, little is known about how separable they are and how each contributes to task switching performance. Here, 60 4- to 5-year olds, 60 7- to 8-year olds, and 60 10- to 11-year olds children completed the double registration procedure, which dissociates these two processes. Task selection yielded both mixing and switch costs, especially in younger children, and task execution mostly yielded switch costs at all ages, suggesting that task selection is costlier than task execution. Moreover, both task selection and execution varied with task self-directedness (i.e., to what extent the task is driven by external aids) demands. Whereas task selection and task execution are dissociated regarding performance costs, they nevertheless both contribute to self-directed control

Adolescent Self-Organization and Adult Smoking and Drinking over Fifty Years of Follow-Up:The British 1946 Birth Cohort

Variations in markers of adolescent self-organization predict a range of economic and health-related outcomes in general population studies. Using a population-based birth cohort study we investigated associations between adolescent self-organization and two common factors over adulthood influencing health, smoking and alcohol consumption. The MRC National Survey of Health and Development (the British 1946 birth cohort) was used to test associations between a dimensional measure of adolescent self-organization derived from teacher ratings, and summary longitudinal measures of smoking and alcohol consumption over the ensuing five decades. Multinomial regression models were adjusted for sex, adolescent emotional and conduct problems, occupational social class of origin, childhood cognition, educational attainment and adult occupational social class. With all covariates adjusted, higher adolescent self-organization was associated with fewer smoking pack years, although not with quitting; there was no association with alcohol consumption across adulthood (none or heavy compared with light to moderate). Adolescent self-organization appears to be protective against smoking, but not against heavy alcohol consumption. Interpretation of this differential effect should be embedded in an understanding of the social and sociodemographic context in which these health behaviours occur over time

Contingency and contiguity of imitative behaviour affect social affiliation

Actions of others automatically prime similar responses in an agent’s behavioural repertoire. As a consequence, perceived or anticipated imitation facilitates own action control and, at the same time, imitation boosts social affiliation and rapport with others. It has previously been suggested that basic mechanisms of associative learning can account for behavioural effects of imitation, whereas a possible role of associative learning for affiliative processes is poorly understood at present. Therefore, this study examined whether contingency and contiguity, the principles of associative learning, affect also the social effects of imitation. Two experiments yielded evidence in favour of this hypothesis by showing more social affiliation in conditions with high contingency (as compared to low contingency) and in conditions of high contiguity (compared to low contiguity)

Becoming original: effects of strategy instruction

Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learnin

The effects of precision teaching and self-regulation learning on early multiplication fluency

Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement

Learning from learning logs: A case study of metacognition in the primary school classroom

Structured thinking activities (STAs) are pedagogical tools used to support metacognition in classrooms. Despite their popularity, little is known about how pupils use STAs as platforms to think about and manage their own thinking (i.e. as metacognitive tools). This case study investigated pupils’ use of STAs in relation to metacognition throughout a school year. We focus on two 8‐year‐old pupils, Amy and Laura, as they completed two specific STAs through weekly class meets and termly achievement logs. Data were triangulated through participant observation, qualitative interviews and analysis of written texts. We found clear differences between Laura's and Amy's written STAs, however observation and interviews revealed that engagement with STAs was similar beyond that suggested by the written evidence alone. Whereas Amy used easily spelt ‘stock’ responses, Laura used ‘bare minimum’ responses to meet teacher expectations. As such, neither Amy nor Laura used STAs as metacognitive tools, however in negotiating STAs, both exhibited strategic regulatory skills indicative of metacognition. Whilst our findings highlight that pupils may still be developing explicit metacognitive knowledge necessary to take full advantage of STAs, we highlight the clear value of persistent approaches to using STAs as tools to support developing metacognition, particularly in association with teacher–pupil interactions