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Sunday, May 3, 2020 | History

2 edition of Cognitive process factors of low achievers found in the catalog.

Cognitive process factors of low achievers

Yun-sup Lee

Cognitive process factors of low achievers

by Yun-sup Lee

  • 279 Want to read
  • 20 Currently reading

Published by Korean Educational Development Institute in Seoul, Korea .
Written in English

    Subjects:
  • Academic achievement.,
  • Cognition in children.

  • Edition Notes

    Bibliography: p. 58-62.

    Statementproject director, Lee Yun-sup ; researcher, Lee Young-jae, Cho See-hwa.
    ContributionsHan®guk Kyoyuk Kaebarwæon.
    The Physical Object
    Pagination88 p. :
    Number of Pages88
    ID Numbers
    Open LibraryOL20500738M

    Research into the factors affecting academic performance has generated heated arguments and many factors have been found to influence student performance. However, it is widely accepted that in the analysis of the process of learning we need to consider the importance of both cognitive and affective variables. One of the most salient.   a Distribution of low achievers according to type of school b Gender wise distribution of low achievers c Standard wise distribution of low achievers Background information of the respondents Influence of gender and type of family in learning science among slow learners of experimental group.

    In this study the cognitive abilities underlying math excellence among children are examined, with a focus on children of high mathematical ability. The relationship between cognitive functioning—as defined by the Cattell-Horn-Carroll (CHC) theory—and academic achievement among children who excel in mathematics is explored in order to understand-whether strong math skills correspond to any. Secondly, other factors such as poor study skills, fun seeking behavior, and lack of time management skills may be responsible for the worry cognitions of male low academic achievers.

    d) Esteem includes internal factors such as self-respect, autonomy, and achievement, and external factors such as status, recognition, and attention. e) Self-actualization is the drive to become what one is capable of becoming and it includes growth, achieving one's potential, and self-fulfillment. Cognitive factors refer to characteristics of the person that affect performance and learning. These factors serve to modulate performance such that it may improve or decline. These factors involve cognitive functions like attention, memory, and reasoning (Danili & Reid, ).


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Cognitive process factors of low achievers by Yun-sup Lee Download PDF EPUB FB2

This article synthesizes some of the published literature comparing the cognitive functioning of children with reading disabilities (RD) and children with low reading and low intelligence (low achievers). Research indicates that children with reading disabilities outperformed low achievers on measures of lexical knowledge, syntactical knowledge, and visual-spatial processing, but not on Cited by: Cognitive Factors That Affect Reading Comprehension.

Reading comprehension is a cognitive process that requires myriad skills and strategies. Numerous programs are designed to improve reading comprehension: summer reading, read to succeed, student book clubs and battle of the books.

However, according to the U.S. However, no cognitive process acts on its own in the learning process. We strive to integrate all of our resources to improve our study habits and achieve meaningful learning. Cognitive processes play a part in learning things such as math concepts and abstract operations.

Teaching styles can aide cognitive processes or even hinder their development. When these fail it is possible to Missing: low achievers. LOW ACHIEVERS AT ELEMENTARY STAGES OF EFL LEARNING: THE PROBLEMS AND POSSIBLE WAY-OUTS the factors contributing to the low achievement of the learners are multi-dimensional in nature.

Whatever might be that, low in educational domain is the possible outcome of the language acquisition process among the so-called low achievers in English. Learning Strategies Used by High and Low Achievers in the First Level of English.

be low or high achievers; such factors can be ph ysiologi- he suggests cognitive processes used. collaborative situations. Collaboration can have powerful effects on student learning, particularly for low-achieving students. However, a number of factors may moderate the impact of collaboration on student learning, including student characteristics, group composition, and task characteristics.

Cognitive Processes in Creativity John R. Hayes January, COGNITIVE PROCESSES IN CREATIVITY By John R. Hayes Carnegie Mellon "Creative" is a word with many uses.

Sometimes it is used to describe the potential of a person to produce creative works whether they have produced any work as yet or not. SometimesMissing: low achievers. The Cognitive Process of Decision Making Yingxu Wang, University of Calgary, Canada Guenther Ruhe, University of Calgary, Canada ABSTRACT Decision making is one of the basic cognitive processes of human behaviors by which a preferred option or a course of actions is chosen from among a set of alternatives based on certain g: low achievers.

High achievers will gain the most out of situations where the probability of success is relatively low as that success becomes a challenge to overcome. However, a low achiever may feel personal shame after suffering such a loss.

Resultant/Behavioural Tendencies. Taken as a group, the average percentage of low achievers in the Arab countries amounted to % while top performers were a mere %.

Corresponding average percentages for the OECD countries were estimated at 13% and %, respectively, and for. Scaffolding cognitive and metacognitive processes in low verbal ability learners: Use of diagrams in computer-based training environments Jeppesen Sanderson Private Pilot Exercises Book Maqsud, M.

Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. This study explored the robustness of the low achievement approach for diagnosing learning difficulties in a group of one hundred and twenty-one grade 3 children in two inner city schools.

The children were tested using standardized tests of achievement and experimental cognitive measures. The cognitive profiles of the low achievers, the children with difficulties in reading and/or arithmetic. achievers and low achievers. In addition, the research aims to contribute to the research on how to help and manage students who have low academic achievement.

Method Sample The sample of this study consisted of undergraduate students of the International Islamic University Malaysia (IIUM). Addressing the needs of low attainers in the classroom 76 Differentiating and ensuring success 76 Varying forms of learner engagement 78 Expectations and challenge 81 Interpersonal relations 82 Teacher-pupil relations 82 Peer relations 85 Summary 87 Chapter 8.

Effective Teaching and Learning for Low. Get an overview of the characteristics associated with reading problems as well as the planning and implementation of effective interventions. Fundamental components of teaching such as scaffolding, connecting to prior knowledge, motivating, and providing opportunities to.

Mediation via Cognitive Processes. Both Blair () and Pekrun, Elliot, and Maier () posited that negative emotions like anger reduce achievement partly because they negatively affect higher order cognitive processes (such as problem solving, memory, and strategic thinking) and focus attention on a narrow set of behavioral options (Fredrickson, ).

Signi cance of Affective Factors in Mathematics Learning of Low-achievers 24 An Analysis of Barriers in High School Mathematics Achievement from Kerala A BDUL G AFOOR K. AND S ARABI M.K. The role of cognitive processing and language awareness in relation to reading is discussed.

The framework for cognitive processing was Luria's (a, Higher cortical functions in man, New York: Basic Books; b, Human brain and psychological processes, New York: Harper & Row) simultaneous and successive ge awareness involved understanding of phonological.

-High achievers automatically know whether they understand something, so they don't need to monitor their comprehension.-High achievers are more likely to monitor their comprehension of class material than low achievers.-Low achievers are more likely to ask their teacher for assistance when they don't understand something.

Non-cognitive characteristics are important predictors of academic success among medical students. A combined system incorporating both past academic performance and non-cognitive characteristics might help improve the selection process and early recognition of Low achievers.

merous studies revealed that various factors are responsible for scholastic fail-ure of students, such as low socio-economic background, student’s cognitive abilities, school related factors, environment of the home, or the support given by the parents and other family members (Khan & Malik, ; Fan, ; Gonzalez-Pienda et al., ).It is the intent of this chapter and this book to help the reader hold on human cognitive processes are organized (Sweller,p.

). Learning as an Adult and Cognitive Factors in Missing: low achievers.Full text of "ERIC ED Perceived Self-Efficacy and Related Social Cognitive Processes as Predictors of Student Academic other formats rOCUNENT RESUME ED TM Oil AUTHOR TITLE PUB DATE NOTE PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT Schunk, Dale H.

Perceived Sel£-E££icacy and Related Social Cognitive Processes as .