The Efficacy of the LearningRx Cognitive Training Program: Modality and Transfer Effects

Autor/inn/en	Hill, Oliver W.; Serpell, Zewelanji; Faison, M. Omar
Titel	The Efficacy of the LearningRx Cognitive Training Program: Modality and Transfer Effects
Quelle	In: Journal of Experimental Education, 84 (2016) 3, S.600-620 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1065218
Schlagwörter	Program Effectiveness; Individual Instruction; Computer Assisted Instruction; Middle School Students; High School Students; Randomized Controlled Trials; Statistical Analysis; Cognitive Development; Mathematics Achievement; Short Term Memory; Logical Thinking; Student Attitudes; Attitude Measures; Cognitive Tests; Transfer of Training; Intelligence Tests; Pretests Posttests; Multivariate Analysis; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Individuelles Lernen; Computer based training; Computerunterstützter Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Statistische Analyse; Kognitive Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kurzzeitgedächtnis; Schülerverhalten; Kognitiver Fähigkeitstest; Training; Transfer; Ausbildung; Intelligence test; Intelligenztest; Multivariate Analyse
Abstract	This article describes two studies testing the efficacy of a commercial one-on-one cognitive training program (LearningRx) and its computer-based version (Brainskills) in laboratory and school settings. Study 1 tested Brainskills in a laboratory setting with 322 middle school students. Paired "t"-tests revealed significant gains on all cognitive measures and math performance after 3 weeks of training. Study 2, a randomized control study, included 225 high school students randomly assigned to one of three conditions: LearningRx, Brainskills, or study hall (control) in a school setting for a 15-week training period. Univariate ANCOVAs revealed significantly higher scores for the treatment groups compared with controls on working memory, logic and reasoning, and three of four math attitude measures but not for math performance. Implications for school-based interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01