The study aimed to investigate the association between working memory and planning skills in learning potential in Dutch primary school children aged 8 to 11. Specifically, it sought to determine...Show moreThe study aimed to investigate the association between working memory and planning skills in learning potential in Dutch primary school children aged 8 to 11. Specifically, it sought to determine whether variations in working memory and planning abilities influenced children's learning potential and whether gender moderated these relationships. It is relevant to conduct research on this topic because current studies are scarce or inconsistent. Additionally, it can provide valuable insights into how education can be further tailored to maximize the potential of students. Using a MANOVA, the research analyzed the interplay between cognitive factors and learning potential, measured via the Dynamic Rey-Osterrieth Complex Figure Task (drawing task for learning potential), Picture Span (working memory), and Tower of Hanoi (planning skills). Separate MANOVAs examined the impact of working memory and planning skills, individually and combined, on learning potential, and explored interaction effects with gender. This multivariate approach allowed for a comprehensive evaluation of these relationships. However, the study found no significant relationships between working memory, planning skills, and learning potential. Additionally, gender did not significantly moderate these associations. These findings underscore the need for caution in assuming the sole importance of working memory and planning skills in children's learning potential. They highlight the complexity of factors influencing learning outcomes, suggesting that other variables beyond cognitive abilities may play crucial roles. Moving forward, future research should adopt a broader perspective, considering a wider range of factors such as motivation, emotional intelligence, socioeconomic status, and environmental influences. Additionally, employing more reliable measurement tools and accounting for contextual and individual differences will be essential for a nuanced understanding of the intricate dynamics shaping children's learning potential.Show less
This research attempts to investigate the planning process of an utterance. Two experiments have been conducted one with an online speech production task and one with a reading aloud production...Show moreThis research attempts to investigate the planning process of an utterance. Two experiments have been conducted one with an online speech production task and one with a reading aloud production task. The first produced word from the utterances is analysed to give an answer of the research question: how to plan an utterance during online vs reading-aloud speech production? It turned out that at syntactic planning the phrase for both experiments is the preferred unit of planning. Speech onset latencies and initial F0 peaks form evidence for this planning process. Within the first phonological word of the utterances no main effect was found for onset latencies in the reading- aloud task, while this was found in the online speech production task. Furthermore, no main effect was found for the initial F0 peaks in the online speech production task, while this was found for the reading- aloud task. Thus, the planning at phonological level seems to be different for both speech productions tasks.Show less
