In Event: Poster Session 8

Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

23. Characterizing 10- to 12-Year-Olds' Epistemic View of Science: Science as Collective Theory-Building Process - Feng Lin, University of Wisconsin - Madison; Carol K. Chan, University of Hong Kong

24. Examining University Students' Conceptions of Inquiry: Relationship to Epistemic Beliefs - Dawit Asrat Getahun, Bahir Dar University; Alenoush Saroyan, McGill University; Mark W. Aulls, McGill University

25. Exploring Differences in Student Reasoning About Belief-Relevant Arguments: A Mixed-Methods Study - Matthew T. McCrudden, Victoria University of Wellington; Ashleigh Barnes, Victoria University of Wellington

26. The Role of Epistemic Cognition in Teacher Learning and Praxis - Michelle M. Buehl, George Mason University; Helenrose Fives, Montclair State University

27. Understanding Epistemological Value Judgments of Plausibility Through the Introduction of Falsifiability - Tyron Keith Young, University of Southern California; Doug Lombardi, Temple University; Janelle M. Bailey, Temple University

28. Examining the Relational Reasoning Capabilities of Elementary and Middle School Students With Learning Needs - Sophie Jablansky, University of Maryland - College Park; Patricia A. Alexander, University of Maryland - College Park; Lauren M Singer, University of Maryland - College Park

29. Relational Reasoning and Knowledge Revision - Martin Van Boekel, University of Minnesota - Twin Cities; Reese Butterfuss, University of Minnesota - Twin Cities; Panayiota Kendeou, University of Minnesota

30. A Meta-Analysis of Dunlosky's Learning Strategies: Toward an Explanatory Model of Learning - Gregory M Donoghue, University of Melbourne; John A.C. Hattie, The University of Melbourne

31. Primary School Students' Overconfidence When Judging Learning: Effects of Age and Accessibility Cues - Mariette Van Loon, University of Bern; Anique De Bruin, Erasmus University; Jimmie Leppink, Maastricht University; Claudia Roebers, University of Bern

32. The Mediating Role of Metacognition Between Executive Function and Self-Regulated Learning - D. Jake Follmer, The Pennsylvania State University; Rayne A. Sperling, The Pennsylvania State University

33. Improving in Executive Function and Visuomotor Integration Predicts Kindergarten Achievement: Evidence From Two U.S. States - Claire E Cameron, University at Buffalo - SUNY; Helyn Kim, University of Virginia; Robert Duncan, University of California - Irvine; Derek Becker, Oregon State University; Megan McClelland, Oregon State University

34. Socioeconomic Status and Cognitive Plasticity in Adolescents - Benjamin Katz, University of Michigan - Ann Arbor; Priti Shah, University of Michigan

35. Investigating the Effects of Cognitive and Psychosocial Factors on Young Learners' Use of Cognitively Diagnostic Feedback - Eunice Eunhee Jang, University of Toronto; Clarissa Lau, University of Toronto; Megan Vincett, University of Toronto; Edith van der Boom, University of Toronto - OISE; Gina Park, University of Toronto - OISE; Maggie Dunlop, University of Toronto - OISE

36. An Exploratory Look Into the Temporal Aspects of Productive Versus Hopeless Confusion - Jeremiah Ray Sullins, Harding University; Daniel Neely, Harding University; Samuel Acuff, Harding University; Timothy Davis, Harding University