Loren Marulis - Academia.edu (original) (raw)
Papers by Loren Marulis
Emerald Publishing Limited eBooks, Feb 23, 2023
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The malleability of spatial skills:
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PsycTESTS Dataset, 2016
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Developmental cognitive neuroscience, Dec 1, 2016
Executive functioning (EF) and motivation are associated with academic achievement and error-rela... more Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement.
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Journal of experimental child psychology, Mar 1, 2017
Motivational beliefs and values influence how children approach challenging activities. The curre... more Motivational beliefs and values influence how children approach challenging activities. The current study explored motivational processes from an expectancy-value theory framework by studying children's mistakes and their responses to them by focusing on two event-related potential (ERP) components: the error-related negativity (ERN) and the error positivity (Pe). Motivation was assessed using a child-friendly challenge puzzle task and a brief interview measure prior to ERP testing. Data from 50 4- to 6-year-old children revealed that greater perceived competence beliefs were related to a larger Pe, whereas stronger intrinsic task value beliefs were associated with a smaller Pe. Motivation was unrelated to the ERN. Individual differences in early motivational processes may reflect electrophysiological activity related to conscious error awareness.
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Metacognition and Learning, 2016
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Harvard Educational Review, 2014
In this article, the authors argue for a design process in the development of educative curriculu... more In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for ...
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Journal of Research on Educational Effectiveness, 2013
ABSTRACT This article may be used for research, teaching, and private study purposes. Any substan... more ABSTRACT This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
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Bookmarks Related papers MentionsView impact
PsycEXTRA Dataset
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Review of Educational Research, 2010
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten chi... more This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of .88, demonstrating, on average, a gain of nearly one standard deviation on vocabulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were significantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
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Journal of Applied Developmental Psychology, 2014
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Bookmarks Related papers MentionsView impact
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten chi... more This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The authors quanti-tatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of.88, demonstrating, on average, a gain of nearly one standard deviation on vocab-ulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were sig-nificantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
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Four papers by learning scientists engaged either in design research or cognitive-developmental s... more Four papers by learning scientists engaged either in design research or cognitive-developmental studies consider concreteness, context, content, pedagogy, and situativity and their implications for design that fosters opportunities for students to learn subject matter through experiencing authentic scientific/mathematical inquiry. The authors furnish both theoretical considerations and recent classroom- and laboratory-based empirical findings to question prior interpretations of students' capacity to model and abstract from situations, to generate examples, to transfer, and to make insightful connections. The papers jointly suggest that even simple objects may nevertheless undergird emergent situativity that provides sufficient context to which learners can bring diverse personal resources. Model-based design may be as intellectually honest, culturally respectful, cognitively generative, and scientifically/mathematically authentic as learning that draws more directly on students...
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Historically, early cognitive skills have been underestimated, largely as a function of the ways ... more Historically, early cognitive skills have been underestimated, largely as a function of the ways these competencies have been measured, which is particularly pervasive in the area of metacognition. Only recently have researchers begun to detect evidence of metacognition in preschool-aged children through the use of observational assessment tools (e.g., Whitebread et al., 2007, 2009). While these observational methods are a more sensitive way to capture metacognition in young children, their exclusive use may not result in a comprehensive depiction of early metacognitive competency. In this study, we describe the development of a metacognitive knowledge interview (McKI) and what it reveals about metacognitive processes in preschool-aged children. The McKI was tested for feasibility and sensitivity with 42 preschoolers. Findings indicate that the McKI is (a) a developmentally appropriate sensitive measure for 3-5 year olds, (b) capable of eliciting articulated metacognition when engag...
Bookmarks Related papers MentionsView impact
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Metacognition and Learning, 2021
Metacognition—knowledge, monitoring, and regulation of cognition—is key to learning and academic ... more Metacognition—knowledge, monitoring, and regulation of cognition—is key to learning
and academic achievement. This is robustly supported for K-12 and higher education
learners while empirical evidence in early childhood is encouraging but limited. To
address these gaps in the literature, our first goal was to investigate early
metacognition across two developmentally appropriate measures. Our second goal
was to examine associations to executive function and motivation. Participants
were 77 preschoolers, aged 3–5. Metacognition was measured using a
metacognitive knowledge interview (declarative metacognition) and a
metacognitive skills observational scale (procedural), both in the context of a
problem-solving puzzle task. Executive function was assessed with the Head Toes
Knees Shoulder measure and motivation was operationalized as persistence (time
on task) on the puzzle. All children exhibited evidence of metacognitive knowledge
and skills. Declarative and procedural metacognition were significantly and
positively related to one another and to executive function and motivation, though
to varying degrees. Controlling for language and age, metacognition significantly
and positively predicted executive function and motivation. Metacognitive knowledge
predicted executive function and metacognitive skills predicted motivation.
Results contribute to psychology and education by reinforcing recent findings that
metacognition develops far younger than was originally thought, and explicating
relations between and providing models for assessing early metacognition, executive
function, and motivation. We propose that these skills are intentionally
fostered in early childhood.
Bookmarks Related papers MentionsView impact
Early Childhood Research Quarterly
Bookmarks Related papers MentionsView impact
Emerald Publishing Limited eBooks, Feb 23, 2023
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
The malleability of spatial skills:
Bookmarks Related papers MentionsView impact
PsycTESTS Dataset, 2016
Bookmarks Related papers MentionsView impact
Developmental cognitive neuroscience, Dec 1, 2016
Executive functioning (EF) and motivation are associated with academic achievement and error-rela... more Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement.
Bookmarks Related papers MentionsView impact
Journal of experimental child psychology, Mar 1, 2017
Motivational beliefs and values influence how children approach challenging activities. The curre... more Motivational beliefs and values influence how children approach challenging activities. The current study explored motivational processes from an expectancy-value theory framework by studying children's mistakes and their responses to them by focusing on two event-related potential (ERP) components: the error-related negativity (ERN) and the error positivity (Pe). Motivation was assessed using a child-friendly challenge puzzle task and a brief interview measure prior to ERP testing. Data from 50 4- to 6-year-old children revealed that greater perceived competence beliefs were related to a larger Pe, whereas stronger intrinsic task value beliefs were associated with a smaller Pe. Motivation was unrelated to the ERN. Individual differences in early motivational processes may reflect electrophysiological activity related to conscious error awareness.
Bookmarks Related papers MentionsView impact
Metacognition and Learning, 2016
Bookmarks Related papers MentionsView impact
Harvard Educational Review, 2014
In this article, the authors argue for a design process in the development of educative curriculu... more In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for ...
Bookmarks Related papers MentionsView impact
Journal of Research on Educational Effectiveness, 2013
ABSTRACT This article may be used for research, teaching, and private study purposes. Any substan... more ABSTRACT This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
PsycEXTRA Dataset
Bookmarks Related papers MentionsView impact
Review of Educational Research, 2010
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten chi... more This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of .88, demonstrating, on average, a gain of nearly one standard deviation on vocabulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were significantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Bookmarks Related papers MentionsView impact
Journal of Applied Developmental Psychology, 2014
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten chi... more This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The authors quanti-tatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of.88, demonstrating, on average, a gain of nearly one standard deviation on vocab-ulary measures. Moderator analyses reported greater effects for trained adults in providing the treatment, combined pedagogical strategies that included explicit and implicit instruction, and author-created measures compared to standardized measures. Middle- and upper-income at-risk children were sig-nificantly more likely to benefit from vocabulary intervention than those students also at risk and poor. These results indicate that although they might improve oral language skills, vocabulary interventions are not sufficiently powerful to close the gap—even in the preschool and kindergarten years.
Bookmarks Related papers MentionsView impact
Four papers by learning scientists engaged either in design research or cognitive-developmental s... more Four papers by learning scientists engaged either in design research or cognitive-developmental studies consider concreteness, context, content, pedagogy, and situativity and their implications for design that fosters opportunities for students to learn subject matter through experiencing authentic scientific/mathematical inquiry. The authors furnish both theoretical considerations and recent classroom- and laboratory-based empirical findings to question prior interpretations of students' capacity to model and abstract from situations, to generate examples, to transfer, and to make insightful connections. The papers jointly suggest that even simple objects may nevertheless undergird emergent situativity that provides sufficient context to which learners can bring diverse personal resources. Model-based design may be as intellectually honest, culturally respectful, cognitively generative, and scientifically/mathematically authentic as learning that draws more directly on students...
Bookmarks Related papers MentionsView impact
Historically, early cognitive skills have been underestimated, largely as a function of the ways ... more Historically, early cognitive skills have been underestimated, largely as a function of the ways these competencies have been measured, which is particularly pervasive in the area of metacognition. Only recently have researchers begun to detect evidence of metacognition in preschool-aged children through the use of observational assessment tools (e.g., Whitebread et al., 2007, 2009). While these observational methods are a more sensitive way to capture metacognition in young children, their exclusive use may not result in a comprehensive depiction of early metacognitive competency. In this study, we describe the development of a metacognitive knowledge interview (McKI) and what it reveals about metacognitive processes in preschool-aged children. The McKI was tested for feasibility and sensitivity with 42 preschoolers. Findings indicate that the McKI is (a) a developmentally appropriate sensitive measure for 3-5 year olds, (b) capable of eliciting articulated metacognition when engag...
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Metacognition and Learning, 2021
Metacognition—knowledge, monitoring, and regulation of cognition—is key to learning and academic ... more Metacognition—knowledge, monitoring, and regulation of cognition—is key to learning
and academic achievement. This is robustly supported for K-12 and higher education
learners while empirical evidence in early childhood is encouraging but limited. To
address these gaps in the literature, our first goal was to investigate early
metacognition across two developmentally appropriate measures. Our second goal
was to examine associations to executive function and motivation. Participants
were 77 preschoolers, aged 3–5. Metacognition was measured using a
metacognitive knowledge interview (declarative metacognition) and a
metacognitive skills observational scale (procedural), both in the context of a
problem-solving puzzle task. Executive function was assessed with the Head Toes
Knees Shoulder measure and motivation was operationalized as persistence (time
on task) on the puzzle. All children exhibited evidence of metacognitive knowledge
and skills. Declarative and procedural metacognition were significantly and
positively related to one another and to executive function and motivation, though
to varying degrees. Controlling for language and age, metacognition significantly
and positively predicted executive function and motivation. Metacognitive knowledge
predicted executive function and metacognitive skills predicted motivation.
Results contribute to psychology and education by reinforcing recent findings that
metacognition develops far younger than was originally thought, and explicating
relations between and providing models for assessing early metacognition, executive
function, and motivation. We propose that these skills are intentionally
fostered in early childhood.
Bookmarks Related papers MentionsView impact
Early Childhood Research Quarterly
Bookmarks Related papers MentionsView impact