Learning a new geometric concept: The role of working memory and of domain-specific abilities

It has been suggested that not only domain-specific factors but also working memory (WM) may play a crucial role in mathematical learning included Geometry, but the issue has not been deeply explored. In the present study, we examined the role of domain-specific factors and of verbal versus visuospatial WM on geometric learning of a new geometrical figure (trapezoid), never presented previously by the teachers participating to the study, after a lecture also involving manipulatives. Results on 105 children in their Year 4 indicated that not only some domain-specific components (geometric declarative knowledge and calculation) but also visuospatial working memory had a significant specific impact on the ability of solving geometric problems requiring to calculate the perimeter and the area of the new figure. On the contrary, verbal WM and geometrical mental imagery did not offer a specific contribution. These findings could have important educational implications, stressing the importance of taking into account the main different aspects supporting the acquisition of geometry.     

Does the Weekly Practice of Recalling and Elaborating Episodes Raise Well-Being in University Students?

Journal of Happiness Studies - Increasing well-being is a prominent worldwide goal that can be achieved primarily through social support and environmental factors. However, in times of social...     

The Effect of Verbal Self-Guidance Training for Overcoming Employment Barriers: A Study of Turkish Women

Women over the age of 40 were trained in verbal self guidance, a methodology for training people to identify dysfunctional self-statements and translate them into positive self-talk. Subsequently, they ( n = 27) had significantly higher self-efficacy with regard to re-employment than their counterparts who had been randomly assigned to a control group ( n = 28). In addition, they persisted in job search behavior significantly more so than those in the control group. Job search self-efficacy completely mediated the effect of the training program on job search behavior. Consequently, they were more likely to find a job in their area of interest within 6 months and 1 year of training than were those women in the control group.
Des femmes de plus de 40 ans d'une société musulmane, ont été formées à l'auto-régulation verbale, une méthode pour former les personnes à identifier les auto-évaluations dysfonctionnelles et à les traduire en un dialogue intérieur positif. En conséquence, elles ( n = 27) ont une auto-efficacité significativement plus élevée en ce qui concerne le retour à l'emploi que leurs homologues du groupe contrôle ( n = 28). De plus, elles persistent significativement plus dans le comportement de recherche d'emploi que celles du groupe contrôle. L'auto-efficacité dans la recherche d'emploi influence complètement l'effet du programme de formation sur le comportement de recherche d'emploi. En conséquence, elles étaient plus susceptibles de trouver un emploi en accord avec leur centre d'intérêts en moins de 6 mois et 1 an de formation que les femmes du groupe contrôle.