Van de Sande, E., Van der Graaf, J., Segers, E., & Bruggink, M. (2016). In: Levie, A., & Scharten, R. (Eds). Taal in de context van W&T: de rijke context van wetenschap en technologie. Den Haag: Platform Beta Techniek.
All posts tagged children
Buijs, L., & Rozendaal, E. (2015, January 23). Serious gaming behaviors of children revealed. Bitescience. Retrieved [23-01-2015], from http://www.bitescience.com/knowledgedatabase.aspx
Serious games are thought to foster young children’s learning by making the learning experience more fun and engaging. However, a study in Computers & Education shows that success of serious gameplay highly depends on children’s ability to regulate their attention and behavior.
Serious games nemen in rap tempo toe in het onderwijs. Ze bieden spelenderwijze en interactieve simulaties van dagelijkse routines en interacties, waarbij kinderen deels zelf hun strategieën kunnen bepalen en in aanmerking met nieuwe woorden en sociale situaties. Een recent onderzoek van de Radboud Universiteit Nijmegen (Van de Sande, Segers & Verhoeven) toont aan dat individuele verschillen in leerrendement veroorzaakt kunnen worden door het niveau van de executieve functies van kinderen.
Van de Sande, E., Segers, E., & Verhoeven, L. (2015). Computers & Education, 82, 432 - 441.
The present study shows that children’s attentional control contributes to formulating strategies and problem-solving in new games, while their action control underlies sustained and goal-directed learning over time.
Executive functions such as inhibition, working memory, and cognitive flexibility make it possible to control, plan, and direct processes on the level of cognition, behavior and motivation. They help to stay focused and being involved, to hold information in mind, to solve problems, and to understand other perspectives. Numerous studies have shown the crucial benefits of executive functions to outcome measures such as academic achievements, but the underlying processes of these benefits are still much unclear. This workshop aims at a deeper elaboration of these underlying processes; It involves questions about how executive functions benefit development rather than whether. With educational and neurocognitive perspectives, it aims at further insights into how executive functions foster the online processes in learning and behavior, and how these processes can be stimulated through interventions.
For more information about the workshop, speakers, and abstracts: http://www.ru.nl/bsi/news-events/evenementen/workshop-how/
This seminar will elaborate upon ways to enhance executive functions in education. It will include nationally and internationally renowned speakers, who will cover topics such as the refinements of the contributions of executive functions to specific forms of education, as well as how these can be stimulated. Professor Adele Diamond from the University of British Columbia will kick off the day with her talk: Ways to improve cognitive control and self-regulation in children: Insights from neuro- and developmental science.
More information about the seminar, talks, and speakers can be found on: http://www.ru.nl/bsi/news-events/evenementen/seminar-enhancing/.
Van de Sande, E., Segers, E., & Verhoeven, L. (2013). Learning and Individual Differences, 26, 112-118.
Ample evidence has shown that subjective measures of executive control in kindergarten strongly contribute to the emergence of reading. In the present study, we examined this relation more thoroughly, by considering contributions of objective direct self-measures of both attentional control and behavioral control to the developmental trajectory from phonological awareness in kindergarten to subsequent decoding in first grade. Results show that executive control allows the development of reading abilities that predate formal reading instruction via the advancements in phonological awareness.
Theijssen, D., Van Halteren, H., Fikkers, K., Groothoff, F., Van Hoof, L., Van de Sande, E., et al. (2009). Selected papers from the nineteenth CLIN meeting. In: Plank, B., Tjong Kim Sang, E., and Van de Cruys, T. LOT Occasional Series (14), pp. 115-130.
In this paper, we used logistic regression modelling to predict the English benefactive alternation (He baked me a cake vs. He baked a cake for me) in adults and children. Results showed that there are no indications of major differences either between the to-dative and benefactive alternation in adult and child language.