Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education
This large-scale cross-sectional study of schoolchildren aged 8-12 years ( = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal...
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| Vydané v: | Frontiers in psychology Ročník 9; s. 1380 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Switzerland
Frontiers Media S.A
08.08.2018
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | This large-scale cross-sectional study of schoolchildren aged 8-12 years (
= 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time. |
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| AbstractList | This large-scale cross-sectional study of schoolchildren aged 8-12 years (
= 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time. This large-scale cross-sectional study of schoolchildren aged 8-12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.This large-scale cross-sectional study of schoolchildren aged 8-12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time. This large-scale cross-sectional study of schoolchildren aged 8–12 years (N = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child’s sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time. |
| Author | van Tetering, Marleen A. J. de Groot, Renate H. M. Jolles, Jelle |
| AuthorAffiliation | 2 Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands , Heerlen , Netherlands 1 Centre for Brain and Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam , Amsterdam , Netherlands 3 NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht University , Maastricht , Netherlands |
| AuthorAffiliation_xml | – name: 3 NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht University , Maastricht , Netherlands – name: 1 Centre for Brain and Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam , Amsterdam , Netherlands – name: 2 Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands , Heerlen , Netherlands |
| Author_xml | – sequence: 1 givenname: Marleen A. J. surname: van Tetering fullname: van Tetering, Marleen A. J. – sequence: 2 givenname: Renate H. M. surname: de Groot fullname: de Groot, Renate H. M. – sequence: 3 givenname: Jelle surname: Jolles fullname: Jolles, Jelle |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/30135667$$D View this record in MEDLINE/PubMed |
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| Copyright | Copyright © 2018 van Tetering, de Groot and Jolles. 2018 van Tetering, de Groot and Jolles |
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| Keywords | schoolchildren parental education school achievement intentional learning sex differences individual differences |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology Reviewed by: Małgorzata Lipowska, University of Gdańsk, Poland; Lisabeth Fisher DiLalla, Southern Illinois University Carbondale, United States Edited by: Michael S. Dempsey, Boston University, United States |
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| Title | Boy–Girl Differences in Pictorial Verbal Learning in Students Aged 8–12 Years and the Influence of Parental Education |
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