Pub Date : 2022-03-31DOI: 10.33736/jcshd.3951.2022
Mian Mian Seet, M. Rabbani, S. Hosseinian, Ravindran Latha, Shanthi, Bavani V Rajan Mohan
The goal of the study is to see how parental participation affects the relationship between parenting styles and academic success in Malaysian primary school students. A quantitative technique was applied in this investigation. Private tuition centres in an urban area were used to recruit students. The information gathered for this investigation was numerically assessed and interpreted. Families are divided into four groups by the Parenting Style Index: authoritative, authoritarian, permissive, and indulgent. The relationship between parenting styles and academic success was studied using Pearson's correlation coefficient matrix. It was discovered that it completely mediates the relationship between authoritative and authoritarian parenting styles and student academic attainment. The study's findings show that understanding and receiving knowledge about how parenting styles and parental involvement affect children's academic achievement is crucial for parents.
{"title":"Parenting Styles and Academic Achievement among Malaysian Students: Mediating Role of Parental Involvement","authors":"Mian Mian Seet, M. Rabbani, S. Hosseinian, Ravindran Latha, Shanthi, Bavani V Rajan Mohan","doi":"10.33736/jcshd.3951.2022","DOIUrl":"https://doi.org/10.33736/jcshd.3951.2022","url":null,"abstract":"The goal of the study is to see how parental participation affects the relationship between parenting styles and academic success in Malaysian primary school students. A quantitative technique was applied in this investigation. Private tuition centres in an urban area were used to recruit students. The information gathered for this investigation was numerically assessed and interpreted. Families are divided into four groups by the Parenting Style Index: authoritative, authoritarian, permissive, and indulgent. The relationship between parenting styles and academic success was studied using Pearson's correlation coefficient matrix. It was discovered that it completely mediates the relationship between authoritative and authoritarian parenting styles and student academic attainment. The study's findings show that understanding and receiving knowledge about how parenting styles and parental involvement affect children's academic achievement is crucial for parents.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134439270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.33736/jcshd.3863.2021
Wei Zhe Pui, J. Saili
This qualitative study explored the healing process of depression survivors among emerging adults with effective coping strategies utilised by them. A semi-structured interview was conducted on participants aged between 18-28 years old. A theme narrating the experience of the depression survivors were identified: The journey of healing - Crawling out of the quicksand. The survivors emphasised that to achieve healing, everything starts from within the self, and they had been putting in a lot of their extra efforts in helping themselves heal. They all went beyond recovery, where their efforts illustrated their focus on healing, thriving, and achieving optimal well-being upon recovery. Significantly, the relevance and applicability of the building blocks of Seligman’s PERMA model of well-being towards those efforts taken were revealed in the study. .
{"title":"Depression Survivors Among Emerging Adults: Their Healing Journey","authors":"Wei Zhe Pui, J. Saili","doi":"10.33736/jcshd.3863.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3863.2021","url":null,"abstract":"This qualitative study explored the healing process of depression survivors among emerging adults with effective coping strategies utilised by them. A semi-structured interview was conducted on participants aged between 18-28 years old. A theme narrating the experience of the depression survivors were identified: The journey of healing - Crawling out of the quicksand. The survivors emphasised that to achieve healing, everything starts from within the self, and they had been putting in a lot of their extra efforts in helping themselves heal. They all went beyond recovery, where their efforts illustrated their focus on healing, thriving, and achieving optimal well-being upon recovery. Significantly, the relevance and applicability of the building blocks of Seligman’s PERMA model of well-being towards those efforts taken were revealed in the study. \u0000.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121337735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3430.2021
Yvonne Michelle Campbell, Remmy Gedat
The study explores a group of university students' perceptions towards field trips and the effect on their educational, social, and personal development. Data was collected using questionnaires and it has revealed that participants' overall perception of field trips was positive. Findings showed that participants preferred certain aspects of the field trips, particularly those on gaining new experiences and the opportunity to apply what they have learned. It helped improve their knowledge, interest, confidence, communication skills, social training, and awareness of the world around them. However, the least liked aspects were the pre-and post- activities, group size and time allocation. Future studies may want to examine and compare a more varied sampling of students from various fields and perceptions of different genders.
{"title":"Experiential Learning through Field Trips: Effects on Educational, Social and Personal Development among Linguistics Majors","authors":"Yvonne Michelle Campbell, Remmy Gedat","doi":"10.33736/jcshd.3430.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3430.2021","url":null,"abstract":"The study explores a group of university students' perceptions towards field trips and the effect on their educational, social, and personal development. Data was collected using questionnaires and it has revealed that participants' overall perception of field trips was positive. Findings showed that participants preferred certain aspects of the field trips, particularly those on gaining new experiences and the opportunity to apply what they have learned. It helped improve their knowledge, interest, confidence, communication skills, social training, and awareness of the world around them. However, the least liked aspects were the pre-and post- activities, group size and time allocation. Future studies may want to examine and compare a more varied sampling of students from various fields and perceptions of different genders. ","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127588030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3329.2021
D. F. Gawin
Padlet is a collaborative online tool that is widely used to complement online learning. This study investigates students' perception of using Padlet while executing project-based learning activities in the learning of entrepreneurship content and skills. Participants were assigned to use Padlet to facilitate remote group work discussions. Once the activities were completed, they filled out an online survey to capture their opinions and perceptions of the use of Padlet in their respective projects. The quantitative findings revealed that more than half of the participants agreed that Padlet is a useful online tool to support project-based learning activities. They also agreed Padlet can be used to nurture students’ soft skills. Less than half still wanted to use Padlet if their internet connections were reliable. However, the rest were unsure of continuing using Padlet, and they indicated a preference to use other online tools. A few factors were identified to have also influenced the correlation between Padlet usage and assignments. Based on qualitative findings, although Padlet was viewed as a great collaborative tool supporting project-based learning activities in entrepreneurship education, it must be used with other online tools to overcome its technical shortcomings. Hence, modifying pedagogical strategies shall also be considered for making students participate actively in online discussion. In future, an in-depth investigation should focus on understanding the effectiveness of Padlet in entrepreneurship education in post-pandemic scenarios.
{"title":"Padlet for Project-based Learning in an Entrepreneurship Course","authors":"D. F. Gawin","doi":"10.33736/jcshd.3329.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3329.2021","url":null,"abstract":"Padlet is a collaborative online tool that is widely used to complement online learning. This study investigates students' perception of using Padlet while executing project-based learning activities in the learning of entrepreneurship content and skills. Participants were assigned to use Padlet to facilitate remote group work discussions. Once the activities were completed, they filled out an online survey to capture their opinions and perceptions of the use of Padlet in their respective projects. The quantitative findings revealed that more than half of the participants agreed that Padlet is a useful online tool to support project-based learning activities. They also agreed Padlet can be used to nurture students’ soft skills. Less than half still wanted to use Padlet if their internet connections were reliable. However, the rest were unsure of continuing using Padlet, and they indicated a preference to use other online tools. A few factors were identified to have also influenced the correlation between Padlet usage and assignments. Based on qualitative findings, although Padlet was viewed as a great collaborative tool supporting project-based learning activities in entrepreneurship education, it must be used with other online tools to overcome its technical shortcomings. Hence, modifying pedagogical strategies shall also be considered for making students participate actively in online discussion. In future, an in-depth investigation should focus on understanding the effectiveness of Padlet in entrepreneurship education in post-pandemic scenarios.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115073300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3661.2021
Lim L. Gin, Syasyila Kalaivanan, Zhooriyati Sehu Mohamad
The economic downturn causes a fluctuation of Malaysian beggars with disrupted psychological states. The research focuses on happiness, subjective well-being, and gratitude among the beggars in Kuala Lumpur and Selangor. Ten beggars participated in an in-depth interview. Their selection was based on a purposive sampling technique. Findings show that with life satisfaction and maintained health conditions, they would be contented. Intolerable circumstances currently made the beggars wishing they could restart an ideal life to restore their subjective well-being. Amidst gratefulness, beggars tend to wake up with an appreciation for every little thing. However, the limited psychological care given has caused the number of beggars to escalate. The number of beggars would dwindle by appraising the public with what they necessitate through an awareness brought by findings from the study.
{"title":"The Psychological States of Beggars in Malaysia: Happiness, Subjective Well-Being, and Gratitude","authors":"Lim L. Gin, Syasyila Kalaivanan, Zhooriyati Sehu Mohamad","doi":"10.33736/jcshd.3661.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3661.2021","url":null,"abstract":"The economic downturn causes a fluctuation of Malaysian beggars with disrupted psychological states. The research focuses on happiness, subjective well-being, and gratitude among the beggars in Kuala Lumpur and Selangor. Ten beggars participated in an in-depth interview. Their selection was based on a purposive sampling technique. Findings show that with life satisfaction and maintained health conditions, they would be contented. Intolerable circumstances currently made the beggars wishing they could restart an ideal life to restore their subjective well-being. Amidst gratefulness, beggars tend to wake up with an appreciation for every little thing. However, the limited psychological care given has caused the number of beggars to escalate. The number of beggars would dwindle by appraising the public with what they necessitate through an awareness brought by findings from the study.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116352554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3322.2021
W. Kuan
This paper reports an error analysis of orthographic representation in written Chinese characters among Mandarin as foreign language (MFL) learners studying at an elementary level at a Malaysian public university in their dictation assessment. A total of 262 stroke error types of their orthographic representation in written Chinese characters were collected and analysed. The errors were consequently classified into four main categories among 165 MFL learners who took part in the study. The study found that participants made most mistakes in the stroke numbers and shape of orthographic representation in written Chinese characters. It was also found that there were detectable mistakes in stroke relation and stroke direction of orthographic representation in written Chinese characters. The cognitive factors contributing to the orthographic representation error types in written Chinese characters are discussed. It is concluded that beginner MFL learners would have a greater tendency to commit several character errors in writing Mandarin because of their low level of orthographic awareness and presumably a high cognitive load given to them as they transit from writing alphabets scripts to writing Chinese characters. Future research could examine how MFL learners cognitively adapt when transitioning from alphabet scripts to Chinese characters. Findings would guide instructors in the teaching Chinese characters more efficient and subsequently, it would allow them to interpret orthographic representations and write Chinese characters more accurately.
{"title":"An Error Analysis of Orthographic Representation in Written Chinese Characters","authors":"W. Kuan","doi":"10.33736/jcshd.3322.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3322.2021","url":null,"abstract":"This paper reports an error analysis of orthographic representation in written Chinese characters among Mandarin as foreign language (MFL) learners studying at an elementary level at a Malaysian public university in their dictation assessment. A total of 262 stroke error types of their orthographic representation in written Chinese characters were collected and analysed. The errors were consequently classified into four main categories among 165 MFL learners who took part in the study. The study found that participants made most mistakes in the stroke numbers and shape of orthographic representation in written Chinese characters. It was also found that there were detectable mistakes in stroke relation and stroke direction of orthographic representation in written Chinese characters. The cognitive factors contributing to the orthographic representation error types in written Chinese characters are discussed. It is concluded that beginner MFL learners would have a greater tendency to commit several character errors in writing Mandarin because of their low level of orthographic awareness and presumably a high cognitive load given to them as they transit from writing alphabets scripts to writing Chinese characters. Future research could examine how MFL learners cognitively adapt when transitioning from alphabet scripts to Chinese characters. Findings would guide instructors in the teaching Chinese characters more efficient and subsequently, it would allow them to interpret orthographic representations and write Chinese characters more accurately.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132496853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3656.2021
Gregory Xavier, Anselm Su Ting, Norsiah Fauzan
Quantitative electroencephalogram enables mathematical analysis of neurological recordings while conventional electroencephalogram lacks the mathematical output; hence, its usage is limited to neurological experts. This study was to determine if quantified conventional electroencephalogram recordings were compatible and comparable with quantitative electroencephalogram recordings. A group of post-call doctors was recruited and subjected to an EEG recording using a conventional electroencephalogram followed by a quantitative electroencephalogram device. The patterns and quantified recording results were compared. A comparative analysis of the two recording sets did not find differences in the recording patterns and statistical analysis. The findings promoted the use of a readily available conventional electroencephalogram in quantitative brain wave studies and have cleared potential compatibility bias towards data merging.
{"title":"Quantifying Conventional Electroencephalogram Recordings and Examining its Output Computation with a Quantitative Electroencephalogram","authors":"Gregory Xavier, Anselm Su Ting, Norsiah Fauzan","doi":"10.33736/jcshd.3656.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3656.2021","url":null,"abstract":"Quantitative electroencephalogram enables mathematical analysis of neurological recordings while conventional electroencephalogram lacks the mathematical output; hence, its usage is limited to neurological experts. This study was to determine if quantified conventional electroencephalogram recordings were compatible and comparable with quantitative electroencephalogram recordings. A group of post-call doctors was recruited and subjected to an EEG recording using a conventional electroencephalogram followed by a quantitative electroencephalogram device. The patterns and quantified recording results were compared. A comparative analysis of the two recording sets did not find differences in the recording patterns and statistical analysis. The findings promoted the use of a readily available conventional electroencephalogram in quantitative brain wave studies and have cleared potential compatibility bias towards data merging.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133367475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3675.2021
P. Tan
This paper introduces an approach to academic mentorship, named PLUS, that specifically assist students in their academic performance through personalised guidance. Through the guidance of a mentor, PLUS lets mentees evaluate their strength and weakness before setting their target to achieve for each subject. Based on this preliminary study with 23 computer science undergraduate students by measuring their academic performance using the cumulative grade point average (CGPA), students that are not introduced to PLUS tend to perform inconsistently throughout their undergraduate studies compared to those introduced to PLUS. Weaker students (CPGA <2.8) with face-to-face guidance with a mentor using the PLUS approach displayed constant improvement compared to those who did not have any mentor. Regardless of what stage of their undergraduate studies the students are introduced to PLUS, all the students that applied PLUS showed consistent improvement and agreed that the method is valid. PLUS, personalised guidance helps the mentor connect with the mentee better, a good complement to the digital education lacking in human connection. It warrants further investigation beyond this preliminary study.
{"title":"PLUS – An Academic Mentorship Guide for Undergraduate Studies: A Preliminary Study","authors":"P. Tan","doi":"10.33736/jcshd.3675.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3675.2021","url":null,"abstract":"This paper introduces an approach to academic mentorship, named PLUS, that specifically assist students in their academic performance through personalised guidance. Through the guidance of a mentor, PLUS lets mentees evaluate their strength and weakness before setting their target to achieve for each subject. Based on this preliminary study with 23 computer science undergraduate students by measuring their academic performance using the cumulative grade point average (CGPA), students that are not introduced to PLUS tend to perform inconsistently throughout their undergraduate studies compared to those introduced to PLUS. Weaker students (CPGA <2.8) with face-to-face guidance with a mentor using the PLUS approach displayed constant improvement compared to those who did not have any mentor. Regardless of what stage of their undergraduate studies the students are introduced to PLUS, all the students that applied PLUS showed consistent improvement and agreed that the method is valid. PLUS, personalised guidance helps the mentor connect with the mentee better, a good complement to the digital education lacking in human connection. It warrants further investigation beyond this preliminary study.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117296106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3798.2021
Dideana Thompson, A. L. Muda
The study explores factors behind Generation Y employees' retention from the perspective of managers in a financial services sector. A qualitative method was employed, by interviewing eight managers as informants. The results show ten factors affecting Generation Y employees’ retention are compensation and pay, personal development, job security, job satisfaction, work-life balance, reward and recognition, training, leadership, relationship and communication, and work environment. Seven main challenges to retain Generation Y employees identified are loyalty, their love for a challenging job, communication, strategy, working style, satisfaction, and traits. The study discusses implications and suggestions for organisational level strategies to retain Generation Y employees.
{"title":"Exploring Managers’ Perspective on Factors Affecting Generation Y Retention","authors":"Dideana Thompson, A. L. Muda","doi":"10.33736/jcshd.3798.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3798.2021","url":null,"abstract":"The study explores factors behind Generation Y employees' retention from the perspective of managers in a financial services sector. A qualitative method was employed, by interviewing eight managers as informants. The results show ten factors affecting Generation Y employees’ retention are compensation and pay, personal development, job security, job satisfaction, work-life balance, reward and recognition, training, leadership, relationship and communication, and work environment. Seven main challenges to retain Generation Y employees identified are loyalty, their love for a challenging job, communication, strategy, working style, satisfaction, and traits. The study discusses implications and suggestions for organisational level strategies to retain Generation Y employees.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123518340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.33736/jcshd.3744.2021
Zhi Shan Chan, Mohamad Azhari Abu Bakar
The present study investigates gender differences in working memory performance, both verbal and visuospatial working memory performance. Quasi-experimental research was conducted individually on 32 undergraduates at a public university in Malaysia, using a reading span task and rotation span task. The performance was based on the total number of correct recalled and the total time taken. Results showed a significant gender difference in the verbal and visuospatial working memory performance. The observation was based on the total time taken, in which males performed more rapidly than females in both tasks. In terms of accuracy, female participants recalled better than their male counterparts in the verbal task, which is consistent with numerous past studies. However, no gender difference was identified in the visuospatial task performance, based on the total number of correct recalled. The study also found that male participants did not show an advantage in visuospatial abilities, contradicting findings by past studies.
{"title":"Does Gender Difference Play a Significant Role in Verbal and Visuospatial Working Memory Performance?","authors":"Zhi Shan Chan, Mohamad Azhari Abu Bakar","doi":"10.33736/jcshd.3744.2021","DOIUrl":"https://doi.org/10.33736/jcshd.3744.2021","url":null,"abstract":"The present study investigates gender differences in working memory performance, both verbal and visuospatial working memory performance. Quasi-experimental research was conducted individually on 32 undergraduates at a public university in Malaysia, using a reading span task and rotation span task. The performance was based on the total number of correct recalled and the total time taken. Results showed a significant gender difference in the verbal and visuospatial working memory performance. The observation was based on the total time taken, in which males performed more rapidly than females in both tasks. In terms of accuracy, female participants recalled better than their male counterparts in the verbal task, which is consistent with numerous past studies. However, no gender difference was identified in the visuospatial task performance, based on the total number of correct recalled. The study also found that male participants did not show an advantage in visuospatial abilities, contradicting findings by past studies.","PeriodicalId":170307,"journal":{"name":"Journal of Cognitive Sciences and Human Development","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125980505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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