Cassondra M. Eng
Orcid: 0000-0002-9825-8864
According to our database1,
Cassondra M. Eng
authored at least 11 papers
between 2017 and 2022.
Collaborative distances:
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Bibliography
2022
Low Spatial Proximity Between Text and Illustrations Improves Children's Comprehension and Attention: An Eye Tracking Study.
Proceedings of the 44th Annual Meeting of the Cognitive Science Society, 2022
2021
The Construct and Criterion Validity of a Cognitive Game-based Assessment: Cognitive Control, Academic Achievement, and Prefrontal Cortex Connectivity.
Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, 2021
The Optimal Amount of Visuals Promotes Children's Comprehension and Attention: An Eye Tracking Study.
Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, 2021
2020
Doctoral Colloquium - Enhancing Brain Plasticity and Cognition Utilizing Immersive Technology and Virtual Reality Contexts for Gameplay.
Proceedings of the 6th International Conference of the Immersive Learning Research Network, 2020
Adaptations of Executive Function and Prefrontal Cortex Connectivity Following Exergame Play in 4- to 5-year old Children.
Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020
2019
Book Design, Attention, and Reading Performance: Current Practices and Opportunities for Optimization.
Proceedings of the 41th Annual Meeting of the Cognitive Science Society, 2019
Exergame Training of Executive Function in Preschool Children: Generalizability and Long-term Effects.
Proceedings of the 41th Annual Meeting of the Cognitive Science Society, 2019
2018
Examination of the Role of Book Layout, Executive Function, and Processing Speed On Children's Decoding and Reading Comprehension.
Proceedings of the 40th Annual Meeting of the Cognitive Science Society, 2018
Contingent Responsiveness in Digital Storybooks: Effects on Children's Comprehension and the Role of Individual Differences in Attention.
Proceedings of the 40th Annual Meeting of the Cognitive Science Society, 2018
Proceedings of the 40th Annual Meeting of the Cognitive Science Society, 2018
2017
Gaze Shifts between Text and Illustrations are Negatively Related to Reading Fluency in Beginning Readers.
Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017