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Running head: Gaining domain knowledge during a hands-on versus simulation task: can the executive functions explain inter-individual differences?

Brummer, L. (2013) Running head: Gaining domain knowledge during a hands-on versus simulation task: can the executive functions explain inter-individual differences?

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Abstract:The influence of executive functions (inhibition, working memory, and fluency) on learning during a balance scale task was studied in 6th grade children (mean age 11.2 years). The balance scale task was considered a guided inquiry learning task with two conditions: (a) a hands-on and (b) a simulation condition. Inhibition, working memory, and fluency were measured with the Color-Word Interference Test, WISC subtest Digit Span, Word Fluency Test, and the Figure Fluency Test. Domain knowledge was assessed using a pre- and post-test. Results revealed a negative correlation between fluency and learning (indicated as post- minus pre-test scores). Findings are discussed as well as limitations and areas for future research.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/64047
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