Should online math learning environments be tailored to individuals’ cognitive profiles?

Journal of Experimental Child Psychology

Volumn 191, Issue , 2020, Pages

  de Mooij, Susanne M M ^a,b   Kirkham, Natasha Z ^a   Raijmakers, Maartje E J ^c   van der Maas, Han L J ^c   Dumontheil, Iroise ^a,b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b UNIVERSITY OF LONDON   (United Kingdom)

^c UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

Arithmetic; Eye tracking; Individual differences; Inhibitory control; Time perception; Working memory

Indexed keywords

ARITHMETIC; ARTICLE; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; EXPLORATORY RESEARCH; EYE TRACKING; FEMALE; HUMAN; HUMAN EXPERIMENT; LEARNING ENVIRONMENT; MALE; RANDOMIZED CONTROLLED TRIAL; SCHOOL CHILD; TIME PERCEPTION; VISIBILITY; WORKING MEMORY; ATTENTION; EDUCATION; EXECUTIVE FUNCTION; MATHEMATICS; PHYSIOLOGY; PROBLEM SOLVING; SHORT TERM MEMORY;

ATTENTION; CHILD; EDUCATION, DISTANCE; EXECUTIVE FUNCTION; EYE-TRACKING TECHNOLOGY; FEMALE; HUMANS; INHIBITION, PSYCHOLOGICAL; MALE; MATHEMATICS; MEMORY, SHORT-TERM; PROBLEM SOLVING;

EID: 85075275556     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2019.104730     Document Type: Article

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