Donna Coch
Biographic Data
| ID | 4446551 |
|---|---|
| NAME | Donna Coch |
| GIVEN NAMES | Donna |
| FAMILY NAME | Coch |
| SIGNATURE | COCH D |
| AFFILIATIONS | Dartmouth College |
| ORCID | 0000-0001-9785-2856 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Pronunciation of Vowel Digraphs in Nonwords
In English, the pronunciation of a vowel digraph can vary; for example, ea is pronounced /ɛ/ in bread but /i/ in beach and /eɪ/ in break . We investigated participant-level effects on the pronunciation of ambiguous vowel digraphs in nonwords (e.g., yeath ) using standardized test measures of six reading-related skills in 80 young adults. We employed both an established written task and set of nonword stimuli and a spoken version of the task with …
Auditory pseudoword rhyming effects in bilingual children reflect second language proficiency
This study investigated second language (L2-English) phonological processing in 31 Spanish-English bilingual, 6- to 8-year-old schoolchildren in an event-related potential (ERP) auditory pseudoword rhyming paradigm. In addition, associations between ERP effects and L2 proficiency as measured by standardized tests of receptive language and receptive vocabulary were explored. We found a classic posterior ERP rhyming effect that was more widely dist…
Lost in Translation
OPINION article Front. Educ., 15 December 2020 | https://doi.org/10.3389/feduc.2020.618464
All morphemes are not the same
Background Evidence indicates that fluent readers automatically decompose morphologically complex words. However, few studies have directly compared processing of stimuli comprising different types of morphemes, particularly bound and free morphemes. Methods Eighty fluently reading young adults participated in a lexical decision task with word and nonword stimuli composed purely of bound stem (e.g. discern , predict ; disject , percern ) or free …
Reflections on Neuroscience in Teacher Education
The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how scientific evidence is viewed and used in education, overcoming neuromyths, acknowledging the lack of direc…
Event-Related Potentials and Development
This work provides a detailed and comprehensive overview of the major ERP components. It covers components related to multiple research domains, including perception, cognition, emotion neurological and psychiatric disorders, and lifespan development
Connecting Education and Cognitive Neuroscience
In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic…
Young children's memory for the true and pretend identities of objects
Two studies examined how children conceive of the true and pretend identities of an object Used in object-substitution pretense. In each study, 3and 4-year-olds were assessed for their memory for each identity of an object that they used in a previous episode of pretend play (Study l ) or observed someone else using (Study 2). More children correctly remembered the true than the pretend identity oftbe objects, and there was no contingency between…
Connecting Education and Cognitive Neuroscience
In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic…
Young children's memory for the true and pretend identities of objects
Two studies examined how children conceive of the true and pretend identities of an object Used in object-substitution pretense. In each study, 3and 4-year-olds were assessed for their memory for each identity of an object that they used in a previous episode of pretend play (Study l ) or observed someone else using (Study 2). More children correctly remembered the true than the pretend identity oftbe objects, and there was no contingency between…
Event-Related Potentials and Development
This work provides a detailed and comprehensive overview of the major ERP components. It covers components related to multiple research domains, including perception, cognition, emotion neurological and psychiatric disorders, and lifespan development
Connecting Education and Cognitive Neuroscience
In recent years there have been growing calls for forging greater connections between education and cognitive neuroscience. As a consequence great hopes for the application of empirical research on the human brain to educational problems have been raised. In this article we contend that the expectation that results from cognitive neuroscience research will have a direct and immediate impact on educational practice are shortsighted and unrealistic…
Reflections on Neuroscience in Teacher Education
The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how scientific evidence is viewed and used in education, overcoming neuromyths, acknowledging the lack of direc…
Lost in Translation
OPINION article Front. Educ., 15 December 2020 | https://doi.org/10.3389/feduc.2020.618464
All morphemes are not the same
Background Evidence indicates that fluent readers automatically decompose morphologically complex words. However, few studies have directly compared processing of stimuli comprising different types of morphemes, particularly bound and free morphemes. Methods Eighty fluently reading young adults participated in a lexical decision task with word and nonword stimuli composed purely of bound stem (e.g. discern , predict ; disject , percern ) or free …
Auditory pseudoword rhyming effects in bilingual children reflect second language proficiency
This study investigated second language (L2-English) phonological processing in 31 Spanish-English bilingual, 6- to 8-year-old schoolchildren in an event-related potential (ERP) auditory pseudoword rhyming paradigm. In addition, associations between ERP effects and L2 proficiency as measured by standardized tests of receptive language and receptive vocabulary were explored. We found a classic posterior ERP rhyming effect that was more widely dist…
Pronunciation of Vowel Digraphs in Nonwords
In English, the pronunciation of a vowel digraph can vary; for example, ea is pronounced /ɛ/ in bread but /i/ in beach and /eɪ/ in break . We investigated participant-level effects on the pronunciation of ambiguous vowel digraphs in nonwords (e.g., yeath ) using standardized test measures of six reading-related skills in 80 young adults. We employed both an established written task and set of nonword stimuli and a spoken version of the task with …
Psychology (7 works) · Cognition (4 works) · Cognitive and developmental aspects of mathematical skills (4 works) · Linguistics (4 works) · Neuroscience (4 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Education theory (3 works) · Educational neuroscience (3 works) · Higher education (3 works)