References of "Martin, Romain 50002316"
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See detailThe power of vowels: Contributions of vowel, consonant and digit RAN to clinical approaches in reading development
Hornung, Caroline UL; Martin, Romain UL; Fayol, Michel UL

in Learning and Individual Differences (2017), 57

The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading ... [more ▼]

The main purpose of this study was to examine the specific contributions of rapid automatized naming (RAN) measures with different visually presented stimuli (e.g., vowels, consonants, digits) to reading outcomes in first and second grade. Previous studies have shown that RAN is an independent and robust predictor for reading skills in children. Less research investigated the incremental contributions of distinct RAN measures to reading skills in beginning readers. Ninety-three children from kindergarten and first grade completed four different RAN measures involving color, digit, vowel, and consonant naming at the end of the school year. Six months later these children were either in first or in second grade and completed several reading measures. The results emphasize that vowel RAN was a strong and unique predictor for reading accuracy in first grade. Vowel RAN and digit RAN were both significant predictors for reading speed in second grade. The current findings underline that vowel RAN is a promising predictor for reading outcomes (i.e., accuracy and speed) at the beginning of elementary school. RAN performance did however not significantly predict second grade reading comprehension. Results and practical implications will be discussed. [less ▲]

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See detailProject NUMTEST: Assessing basic number competence without language
Greisen, Max UL; Hornung, Caroline UL; Martin, Romain UL et al

Poster (2017, May 31)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. Here we are showing results of the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the tasks has been tested with two samples of first grade children in Luxembourg’s fundamental schools, of which half completed the same tasks with traditional verbal instructions. Our results indicate that performance in the experimental group was similar or better than the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet-pc use with young children will be discussed. [less ▲]

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See detailDomänenspeziftät von Need for Cognition bei Sekundarschülerinnen und -schülern
Keller, Ulrich UL; Strobel, Anja; Martin, Romain UL et al

Scientific Conference (2017, March 14)

In der aktuellen Bildungsforschung werden zahlreiche nichtkognitive Konstrukte, wie Selbstkonzepte, Interesse und Schulangst, meist neben einer generellen Erfassung auch domänen- oder fachspezifisch ... [more ▼]

In der aktuellen Bildungsforschung werden zahlreiche nichtkognitive Konstrukte, wie Selbstkonzepte, Interesse und Schulangst, meist neben einer generellen Erfassung auch domänen- oder fachspezifisch erfasst. Hierzu werden Items in Selbstberichtskalen mit Bezug auf die jeweilige Domäne formuliert (z.B. „Mathematik ist eines meiner besten Fächer“). Dies trifft auf NFC bisher nicht zu – in Übereinstimmung mit der ausdrücklich domänenübergreifenden, generellen Konzeption von NFC durch die Urheber des Konstrukts (Cacioppo, Petty, Feinstein, & Jarvis, 1996). Allerdings scheint es gerade vor dem Hintergrund der Überlegungen von Cacioppo et al. (1996) zur Entwicklung von NFC im Kindesalter plausibel, dass auch NFC domänenspezifische Ausprägungen zeigt. Cacioppo et al. (1996) betonen den Einfluss von kognitiven Fähigkeiten und von (Mis-)Erfolgserfahrungen für die Entwicklung von NFC. In einem von klar abgegrenzten Fächern geprägten schulischen Umfeld und mit zunehmender Differenzierung der kognitiven Fähigkeiten (Ackerman, 2014) kann vermutet werden, dass auch im Hinblick auf die Neigung zu anstrengender kognitiver Tätigkeit interindividuell verschiedene domänenspezifische Profile sichtbar werden. Fragestellung: Zeigt NFC neben einer generellen Komponente auch domänenspezifische interindividuelle Ausprägungen? Material und Methoden: Um der Frage nach der Möglichkeit der domänenspezifischen Modellierung von NFC nachzugehen, entwickelten wir auf der Grundlage einer 5-Item-Kurzskala (basierend auf der NFC-KIDS-Skala für Grundschulkinder; Preckel & Strobel, 2017) parallel formulierte Items für die Fächer Deutsch, Französisch, Mathematik und Naturwissenschaften. Anhand einer Stichprobe von N=4595 luxemburgischen Schüler/innen der 9. Klasse untersuchten wir die so entstandene domänenspezifische NFC-Skala hinsichtlich ihrer internen Struktur, der Abgrenzbarkeit der NFC-Faktoren von domänenspezifischem Interesse, sowie der prädiktiven Validität bezüglich standardisierter Leistungstests. Befunde: Im Rahmen konfirmatorischer Faktorenanalysen ergab sich für ein nested factor-Messmodell mit einem auf allen Items ladenden Generalfaktor und korrelierten, genesteten domänenspezifischen Faktoren für Deutsch, Französisch, Mathematik und Naturwissenschaften die beste Passung (χ2[199]=1966, p<.05, CFI=.970, RMSEA=.044, SRMR=.022). Die latenten Korrelationen der domänenspezifischen Faktoren dieses Modells mit Faktoren erster Ordnung einer analog konstruierten Skala zu fachbezogenen Interessen betrugen zwischen .57 und .64; die spezifischen NFC-Faktoren waren damit klar von fachbezogenen Interessen abgrenzbar. Die domänenspezifischen NFC-Faktoren für Mathematik, Deutsch und Französisch sagten statistisch signifikant Leistungen in standardisierten Schulleistungstests im jeweils selben Fach voraus (β-Gewichte zwischen .08 und .19, p<.05). Der NFC-Generalfaktor klärte darüber hinaus signifikante Varianz nur in Mathematikleistungen auf (β=.08, p<.05). Diskussion: Weitere Untersuchungen müssen zeigen, ob sich, wie wir vermuten, die genesteten Faktoren als Profilabweichungen von einem generellen NFC-Niveau interpretieren lassen. Insbesondere scheint hier ein integrativer Ansatz der Modellierung von domänenspezifischem NFC zusammen mit weiteren nichtkognitiven Konstrukten vielversprechend (vgl. Gogol, 2015). Darüber hinaus hoffen wir mit der hier vorgestellten Skala einen Beitrag zu Erforschung der Entwicklung von NFC im schulischen Kontext leisten zu können. Literatur Ackerman, P. L. (2014). Adolescent and adult intellectual development. Current Directions in Psychological Science, 23(4), 246–251. Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119(2), 197–253. Gogol, K. (2015). Achievement motivation: Assessment, Structure and Development. Unpublished Dissertation. University of Luxembourg, Luxembourg. Preckel, F., & Strobel, A. (2017, in Druck). Need for Cognition Kinderskala (NFC-KIDS). Eine Skala zur Erfassung der kognitiven Motivation bei Grundschulkindern. Göttingen: Hogrefe. [less ▲]

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See detailTraining early visuo-spatial abilities: A controlled classroom-based intervention study.
Cornu, Véronique UL; Schiltz, Christine UL; Pazouki, Tahereh UL et al

in Applied Developmental Science (2017)

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo ... [more ▼]

Visuo-spatial training can be considered as a promising approach to provide young children with a sound foundation for later mathematical learning. We developed and implemented a tablet-based visuo-spatial intervention in kindergarten classrooms aiming to foster the development of children’s visuo-spatial and numerical abilities. A sample of N = 125 children participated in the present study, 68 children were part of the intervention group and participated in 20 training sessions of 20 minutes over a 10-week period, 57 children formed a business as usual control group. Results show that, at this young age, visuo-spatial and early math skills are already strongly interlinked. However, the training effects were domain-specific as they only improved visuo-spatial skills, but did not transfer to early math performance in the present setting. [less ▲]

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See detailVisuo-spatial abilities are key for children’s verbal number skills
Cornu, Véronique UL; Martin, Romain UL; Hornung, Caroline UL

Poster (2017, February 22)

Verbal number skills (i.e. counting and number naming) are milestones in numerical development. The aim of the present study was to clarify the role of different verbal abilities (VA) and visuo-spatial ... [more ▼]

Verbal number skills (i.e. counting and number naming) are milestones in numerical development. The aim of the present study was to clarify the role of different verbal abilities (VA) and visuo-spatial abilities (VSA) in the development of these verbal number skills in kindergarten. We recruited 152 children (mean age: 5.8 years) and administered different measures of VA (e.g. phonological awareness, pseudoword recall) and of VSA (e.g. spatial perception, copying) to assess their contribution to verbal number skills. Firstly, we computed two independent regression models, a “VA only” model explaining 23% of variance, and a “VSA only” model explaining 38% of variance. Adding verbal measures to the “VSA only” model does not lead to a significant increase in R2. Our results show that VSA, rather than VA, contribute to a larger extent to children’s verbal number skills. Intriguingly, the development of verbal number skills builds on VA, but more importantly on VSA. These results are potentially informative for the conception early mathematics interventions. [less ▲]

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See detailProject NUMTEST; Assessing basic number competence without language
Greisen, Max UL; Schiltz, Christine UL; Hornung, Caroline UL et al

Poster (2017, February 20)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. The present study is the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the application has been tested with a sample of first grade children in Luxembourg’s fundamental schools, of which half used the same application but with traditional German instructions. First results indicate that performance in the experimental group was similar to the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet use with young children will be discussed. [less ▲]

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See detailHow Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?
Cornu, Véronique UL; Hornung, Caroline UL; Schiltz, Christine UL et al

in Journal of Numerical Cognition (2017), 3(2),

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical ... [more ▼]

The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance in the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development. [less ▲]

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See detailLEARN Newsletter - Editioun 2017: Méisproochegkeet
Hoffmann, Danielle UL; Hornung, Caroline UL; Martin, Romain UL et al

Book published by LEARN (2017)

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See detailDomain-Specificity of Need for Cognition Among High School Students
Keller, Ulrich UL; Strobel, Anja; Martin, Romain UL et al

in European Journal of Psychological Assessment (2017), Advance online publication

Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has ... [more ▼]

Need for Cognition (NFC) is increasingly being investigated in educational research. In contrast to other non-cognitive constructs in this area, such as academic self-concept and interest, NFC has consistently been conceptualized as domain-general. We employed structural equation modelling to address the question of whether NFC can be meaningfully and gainfully conceptualized as domain-specific. To this end, we developed a domain-specific 20-item NFC scale with parallel items for Science, Mathematics, German, and French. Additionally, domain-general NFC was assessed with five domain-general items. Using a cross-sectional sample of more than 4500 Luxembourgish 9th graders, we found that a nested-factor model incorporating both a general factor and domain-specific factors better accounted for the data than a single- factor or a correlated-factor model. However, the influence of the general factor was markedly stronger than in corresponding models for academic self-concept and interest. When controlling for the domain-specific factors, only Mathematics achievement was significantly predicted by the domain-general factor, while all achievement measures (Mathematics, French, and German) were predicted by the corresponding domain-specific factor. The nested domain-specific NFC factors were clearly empirically distinguishable from first-order domain-specific interest factors. [less ▲]

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See detailVers une démarche d’assurance-qualité pour les Épreuves Standardisées
Dierendonck, Christophe UL; Milmeister, Marianne UL; Milmeister, Paul UL et al

in Ugen, Sonja; Martin, Romain; Fischbach, Antoine (Eds.) Les Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ? (2017)

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See detailLEARN Newsletter - Éditioun 2017: Multilinguisme
Hoffmann, Danielle UL; Hornung, Caroline UL; Martin, Romain UL et al

Book published by LEARN (2017)

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See detailAssessing Complex Problem Solving in the Classroom: Meeting Challenges and Opportunities
Sonnleitner, Philipp UL; Keller, Ulrich UL; Martin, Romain UL et al

in Csapó, Beno; Funke, Joachim (Eds.) The Nature of Problem Solving. Using research to inspire 21st century learning (2017)

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that ... [more ▼]

At the time when complex problem solving was established as a key aspect of today’s educational curricula and a central competence of international assessment frameworks like PISA, it became evident that the educational context places special demands on assessment instruments used for this purpose. In this chapter, we show how these challenges can successfully be addressed by reviewing recent advancements in the field of complex problem solving. We use the example of the Genetics Lab, a newly developed and psychometrically sound microworld which emphasizes usability and acceptance amongst students, to discuss challenges and opportunities of assessing complex problem solving in the classroom. [less ▲]

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See detailLes Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ?
Ugen, Sonja UL; Martin, Romain UL; Fischbach, Antoine UL

Book published by University of Luxembourg: LUCET (2017)

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See detailSometimes more is too much: A rejoinder to the commentaries on Greiff et al. (2015)
Greiff, Samuel UL; Stadler, Matthias; Sonnleitner, Philipp UL et al

in Journal of Intelligence (2017), 5

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See detailAutoévaluation des élèves de l'école primaire en mathématiques
Villanyi, Denise UL; Fischbach, Antoine UL; Sonnleitner, Philipp UL et al

Scientific Conference (2016, November)

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See detailDifferent aspects of spatial skills and their relation to early mathematics
Cornu, Véronique UL; Hornung, Caroline UL; Schiltz, Christine UL et al

Poster (2016, September 29)

We aimed at investigating the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Several studies highlighted the relation between spatial ... [more ▼]

We aimed at investigating the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125). Several studies highlighted the relation between spatial skills and mathematics. However, due to their non-unitary nature, different aspects of spatial skills need to be differentiated to clarify the relative importance of different aspects of spatial skills for mathematics. In the present study, at time 1, a spatial perception task, a spatial visualization task and visuo-motor integration task were administered to assess different aspects of spatial skills. Furthermore we assessed domain-specific skills and verbal domain-general skills. Four months later, the same children performed an arithmetic task and a number line estimation task to evaluate how the abilities measured at time 1 predict early mathematics. Hierarchical regression modelling revealed that children’s performance on the spatial perception task was predictive of their performance in both arithmetic and number line estimation, whereas visuo-motor integration and knowledge of the Arabic numerals significantly predicted arithmetic. The predictive relation between spatial perception and arithmetic was partially mediated by the number line estimation task. Our findings emphasize the role of spatial skills, notably spatial perception, in mathematical development. These results reveal the importance to differentiate within the construct of spatial skills when studying their role in numerical development. The development and implementation of pre-school interventions fostering children’s spatial perception and visuo-motor integration might thus be a promising approach for providing children with a sound foundation for later mathematical learning. [less ▲]

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See detailAssessment of transversal skills in large-scale assessments across countries. What about cross-cultural comparability?
Greiff, Samuel UL; Niepel, Christoph UL; Martin, Romain UL

in Issues and current topics in cross cultural assessment (2016, July)

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See detailVisual Spatial Math Training Tool: An iPad Application for Training Visual-Spatial Abilities in Preschoolers
Pazouki, Tahereh UL; Cornu, Véronique UL; Martin, Romain UL

Scientific Conference (2016, June 29)

In this paper, we present a full-fledged educational iOS application called VisualSpatial Math Training (VSMT), which has been developed to improve cognitive abilities in preschoolers. VSMT is a tablet ... [more ▼]

In this paper, we present a full-fledged educational iOS application called VisualSpatial Math Training (VSMT), which has been developed to improve cognitive abilities in preschoolers. VSMT is a tablet-based application that has been designed for the iPad and implemented in the Swift programming language, using the native SpriteKit framework. VSMT provides the means for working with a wide range of geometry puzzles (games) in addition to offering a solution verification engine that can verify user solutions. The main purpose of this application is to strengthen the visual-spatial abilities in young children in order to provide them and their instructors with a better foundation for understanding and teaching mathematics, respectively. Finally, we describe a series of experiments carried out using the VSMT application during special training and assessment sessions in several kindergartens in Luxembourg with over 60 pupils. [less ▲]

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