In the past Anique B.H. de Bruin has collaborated on articles with Jan A.A. Engelen and Mariëtte H. van Loon. One of their most recent publications is Eye movements reveal differences in children’s referential processing during narrative comprehension. Which was published in journal Journal of Experimental Child Psychology.

More information about Anique B.H. de Bruin research including statistics on their citations can be found on their Copernicus Academic profile page.

Anique B.H. de Bruin's Articles: (6)

Eye movements reveal differences in children’s referential processing during narrative comprehension

AbstractChildren differ in their ability to build referentially coherent discourse representations. Using a visual world paradigm, we investigated how these differences might emerge during the online processing of spoken discourse. We recorded eye movements of 69 children (6–11 years of age) as they listened to a 7-min story and concurrently viewed a display containing line drawings of the protagonists. Throughout the story, the protagonists were referenced by either a name (e.g., rabbit) or an anaphoric pronoun (e.g., he). Results showed that the probability of on-target fixations increased after children heard a proper name, but not after they heard an anaphoric pronoun. However, differences in the probability of on-target fixation at word onset indicate that the referents of anaphoric pronouns were anticipated by good comprehenders, but less so by poor comprehenders. These findings suggest that comprehension outcomes are related to the online processing of discourse-level cues that regulate the accessibility of entities.

Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career

Highlights•IQ and practice independently contribute to chess performance in novices.•A mastery orientation was related to enjoyment in practicing chess.•Enjoyment was related to time dedicated to chess practice.•Motivation and IQ play a larger role in chess development than previously assumed.

The effect of self-explanation and prediction on the development of principled understanding of chess in novices☆

AbstractThe present study was designed to test the effect of self-explanation and prediction on the development of principled understanding of novices learning to play chess. First-year psychology students, who had no chess experience, first learned the basic rules of chess and were afterwards divided in three conditions. They either observed (control condition), predicted, or predicted and self-explained the moves of the computer playing a chess endgame of King and Rook against King. Finally, in the test phase, participants had to play the endgame against the computer and were required to checkmate the opponent King. Apart from their test performance, the conditions were compared on quality of move predictions in the learning phase. The self-explanation condition showed better understanding of the endgame principles than the two other conditions, as indicated by the move predictions in the learning phase that more often exemplified correct application of chess principles. Moreover, participants in the self-explanation condition more often checkmated the black King in the test phase than participants in the two other conditions. However, no differences emerged between the prediction and observation condition. This study showed that, even for novices, providing self-explanations stimulates the discovery of domain principles of chess.

EditorialImproving self-monitoring and self-regulation: From cognitive psychology to the classroom

AbstractAlthough there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions.

Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration

AbstractThe study investigated whether activation of inaccurate prior knowledge before study contributes to primary-school children’s commission errors and overconfidence in these errors when learning new concepts. Findings indicate that inaccurate prior knowledge affects children’s learning and calibration. The level of children’s judgments of learning for recall responses for which they would not receive credit was inappropriately high after activation of inaccurate prior knowledge.Moreover, results showed that activation of inaccurate prior knowledge was not only detrimental for monitoring judgments during learning, but also for calibration accuracy after test taking. When judging the quality of their recall responses on the posttest, children were more overconfident when they had activated inaccurate prior knowledge. Also, the children often discarded concepts from further study after activation of inaccurate prior knowledge. These results suggest that in order to improve self-regulated learning, it may be important to detect inaccuracies in children’s prior knowledge.

Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research

Highlights•This introduction covers bridging cognitive load and self-regulated learning theory.•Life-logging is a future issue in education profiting from bridging CLT and SRL.•Designing cue prompts that predict mental effort and learning is a way forward.•Cue prompts generate diagnostic cues learners use when judging effort and learning.

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