Bryan J. Matlen
WestEd
37 Papers
99 Citations
Bryan J. Matlen is an academic researcher from WestEd. The author has contributed to research in topics: Cognition & Computer science. The author has an hindex of 9, co-authored 31 publications. Previous affiliations of Bryan J. Matlen include University of California, Davis & Carnegie Mellon University.
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Papers
Analogical Reasoning in the Classroom: Insights from Cognitive Science.
TL;DR: This paper explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction, and conclude with concrete suggestions for educators that may foster their students' spontaneous analogueical reasoning and thereby enhance scholastic achievement.
Neural Correlates of Fluid Reasoning in Children and Adults
TL;DR: Age- related changes in the recruitment of VLPFC, temporal cortex, and other cortical regions were observed during the retrieval of individual semantic relations, and age-related changes in RLPFC function were observed when relational integration was observed.
Memory suppression is an active process that improves over childhood.
Pedro M. Paz-Alonso,Pedro M. Paz-Alonso,Pedro M. Paz-Alonso,Simona Ghetti,Bryan J. Matlen,Bryan J. Matlen,Michael C. Anderson,Silvia A. Bunge,Silvia A. Bunge +8 more
TL;DR: The findings suggest that memory suppression is an active process that develops during late childhood, likely due to an age-related refinement in the ability to engage PFC to down-regulate activity in areas involved in episodic retrieval.
Sequential effects of high and low instructional guidance on children's acquisition of experimentation skills: Is it all in the timing?
Bryan J. Matlen,David Klahr +1 more
TL;DR: In this article, the authors report the effect of different sequences of high vs low levels of instructional guidance on children's immediate learning and long-term transfer of simple experimental design procedures and concepts.
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Executive Function in Learning Mathematics by Comparison: Incorporating Everyday Classrooms into the Science of Learning.
Kreshnik Nasi Begolli,Lindsey E. Richland,Susanne M. Jaeggi,Emily McLaughlin Lyons,Ellen C. Klostermann,Bryan J. Matlen +5 more
TL;DR: Investigation of individual differences in executive functions predicted learning from a conceptually demanding mathematics lesson requiring relational reasoning revealed variations in EF predicted learning when measured at a delay, suggesting that EF capacity may impact students’ overall mathematics achievement by constraining their resources available to learn from cognitively demanding reasoning opportunities in lessons.
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