Anna Chountala

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We investigate the hypothesis that Executive Functions (EFs) are implicated in the learning of science and mathematics by examining the relation between performance in two Science and Mathematics Conceptual Understanding and Conceptual Change (CU&C) tasks, and two Stroop-like Inhibition and Shifting EF tasks, in a group of 69 4 th and 6 th grader children.(More)
A computerized phenomena explanation task designed with E-prime was used to investigate changes in explanations about natural phenomena happening after exposure to science instruction. One hundred and four (104) elementary school children and 43 college undergraduates verified 4 different explanations for each of 60 different phenomena belonging to 3(More)
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