Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.

Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from learning science and cognitive and developmental psychology, we developed the Word Knowledge e-Book (WKe-Book) to improve children's calibration of their word knowledge, strategy use, and word knowledge overall; skills which are associated with reading comprehension. The WKe-Book, which is read on a tablet computer, is a choose-your-own adventure book where choices require choosing between two rare words (e.

Exploring Age-Related Metamemory Differences using Modified Brier Scores and Hierarchical Clustering.

Older adults (OAs) typically experience memory failures as they age. However, with some exceptions, studies of OAs' ability to assess their own memory functions-Metamemory (MM) - find little evidence that this function is susceptible to age-related decline. Our study examines OAs' and young adults' (YAs) MM performance and strategy use.

Exploring -Back Cognitive Training for Children With ADHD.

The efficacy of -back training for children with attention deficit hyperactivity disorder (ADHD) was tested in a randomized controlled trial. 41 children aged 7 to 14 years with ADHD were trained on an -back task, and their performance was compared with that of an active control group ( = 39) who were trained on a general knowledge and vocabulary task. The experimental group demonstrated transfer of training to a nontrained -back task as well as to a measure of inhibitory control.