Ewald Neumann
Datos Biográficos
| ID | 5759999 |
|---|---|
| NOMBRE | Ewald Neumann |
| NOMBRES | Ewald |
| APELLIDO | Neumann |
| FIRMA | NEUMANN E |
| AFILIACIONES | University of Canterbury |
| ORCID | 0000-0001-6494-0294 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 7 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2009 |
| ÍNDICE H | 1 |
Avoiding the potential pitfalls of using negative priming tasks in developmental studies
Despite being ignored, visual distractors often produce traceable negative priming (NP) effects that can be used to investigate inhibitory processes. Robust NP effects are typically found with young adults, but not with children. Using 2 different NP tasks, the authors compared NP in 5 different age groups spanning 5 to 25 years of age. The 1st task revealed comparable NP between all age groups, but a linear decrease in NP through childhood to ea…
Effects of self‐explanation as a metacognitive strategy for solving mathematical word problems 1
This study examined how a metacognitive strategy known as self‐explanation influences word problem solving in elementary school children. Participants were 79 sixth‐graders. They were assigned to one of three groups: the self‐explanation group, the self‐learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self‐explanation group outperformed st…
Eliciting false memories on implicit and explicit memory tests after incidental learning
In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically…
Negative Priming Effects in Children Engaged in Nonspatial Tasks
Three experiments are reported that examined conceptual negative priming effects in children 5 to 12 years of age. Experiment 1 used a negative priming variant of a flanker task requiring the naming of a central color blob flanked by irrelevant distractors. Experiment 2 used a negative priming variant of the Stroop color-word task. Experiment 3 used a same-different matching task with novel 3-D shapes. Results revealed significant and equivalent …
Negative Priming Effects in Children Engaged in Nonspatial Tasks
Three experiments are reported that examined conceptual negative priming effects in children 5 to 12 years of age. Experiment 1 used a negative priming variant of a flanker task requiring the naming of a central color blob flanked by irrelevant distractors. Experiment 2 used a negative priming variant of the Stroop color-word task. Experiment 3 used a same-different matching task with novel 3-D shapes. Results revealed significant and equivalent …
Avoiding the potential pitfalls of using negative priming tasks in developmental studies
Despite being ignored, visual distractors often produce traceable negative priming (NP) effects that can be used to investigate inhibitory processes. Robust NP effects are typically found with young adults, but not with children. Using 2 different NP tasks, the authors compared NP in 5 different age groups spanning 5 to 25 years of age. The 1st task revealed comparable NP between all age groups, but a linear decrease in NP through childhood to ea…
Negative Priming Effects in Children Engaged in Nonspatial Tasks
Three experiments are reported that examined conceptual negative priming effects in children 5 to 12 years of age. Experiment 1 used a negative priming variant of a flanker task requiring the naming of a central color blob flanked by irrelevant distractors. Experiment 2 used a negative priming variant of the Stroop color-word task. Experiment 3 used a same-different matching task with novel 3-D shapes. Results revealed significant and equivalent …
Eliciting false memories on implicit and explicit memory tests after incidental learning
In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically…
Effects of self‐explanation as a metacognitive strategy for solving mathematical word problems 1
This study examined how a metacognitive strategy known as self‐explanation influences word problem solving in elementary school children. Participants were 79 sixth‐graders. They were assigned to one of three groups: the self‐explanation group, the self‐learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self‐explanation group outperformed st…
Avoiding the potential pitfalls of using negative priming tasks in developmental studies
Despite being ignored, visual distractors often produce traceable negative priming (NP) effects that can be used to investigate inhibitory processes. Robust NP effects are typically found with young adults, but not with children. Using 2 different NP tasks, the authors compared NP in 5 different age groups spanning 5 to 25 years of age. The 1st task revealed comparable NP between all age groups, but a linear decrease in NP through childhood to ea…
Cognition (4 obras) · Psychology (4 obras) · Cognitive psychology (3 obras) · Developmental psychology (3 obras) · Memory Processes and Influences (3 obras) · Memory and Neural Mechanisms (2 obras) · Negative priming (2 obras) · Neural and Behavioral Psychology Studies (2 obras) · Neuroscience (2 obras) · Priming (agriculture (2 obras)