Supporting executive functions during children's preliteracy learning with the computer.
Saved in:
| Title: | Supporting executive functions during children's preliteracy learning with the computer. |
|---|---|
| Authors: | Sande, E.1 e.vandesande@pwo.ru.nl, Segers, E.1, Verhoeven, L.1 |
| Source: | Journal of Computer Assisted Learning. Sep2016, Vol. 32 Issue 5, p468-480. 13p. 2 Charts. |
| Subjects: | Literacy, Computer assisted instruction, Factor analysis, Statistical sampling, Repeated measures design, Preschool children, Preschool education |
| Geographic Terms: | Netherlands |
| Abstract: | The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: egs DbLabel: Engineering Source An: 117924183 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Supporting executive functions during children's preliteracy learning with the computer. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sande%2C+E%2E%22">Sande, E.</searchLink><relatesTo>1</relatesTo><i> e.vandesande@pwo.ru.nl</i><br /><searchLink fieldCode="AR" term="%22Segers%2C+E%2E%22">Segers, E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Verhoeven%2C+L%2E%22">Verhoeven, L.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Computer+Assisted+Learning%22">Journal of Computer Assisted Learning</searchLink>. Sep2016, Vol. 32 Issue 5, p468-480. 13p. 2 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive-functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF-support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long-term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=117924183 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/jcal.12147 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 468 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Repeated measures design Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Preschool education Type: general – SubjectFull: Netherlands Type: general Titles: – TitleFull: Supporting executive functions during children's preliteracy learning with the computer. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sande, E. – PersonEntity: Name: NameFull: Segers, E. – PersonEntity: Name: NameFull: Verhoeven, L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 02664909 Numbering: – Type: volume Value: 32 – Type: issue Value: 5 Titles: – TitleFull: Journal of Computer Assisted Learning Type: main |
| ResultId | 1 |
