Teacher Perceptions of Working Memory and Executive Function Improvements Following School-Day Cognitive Training

Autor/inn/en	Looney, Lisa; Wong, Eugene H.; Rosales, Kevin P.; Rosales, Florissell; Tirado, Gisselle
Titel	Teacher Perceptions of Working Memory and Executive Function Improvements Following School-Day Cognitive Training
Quelle	In: School Psychology International, 44 (2023) 1, S.48-67 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Eugene H.) ORCID (Rosales, Kevin P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343221122454
Schlagwörter	Teacher Attitudes; Short Term Memory; Executive Function; Academic Achievement; Educational Technology; Technology Uses in Education; Intervention; Program Effectiveness; Elementary School Students; Grade 3; Grade 4; Grade 5; Grade 6; Private Schools; Cognitive Development; California + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kurzzeitgedächtnis; Schulleistung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Private school; Privatschule; Kognitive Entwicklung; Kalifornien
Abstract	Considerable research has documented the impact of teacher perceptions on students' academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences in the classroom. What remains unclear is whether teachers perceive changes that result from interventions administered outside of their classrooms. The purpose of this study was to examine changes in teacher perceptions of working memory and executive function concerns (two important predictors of academic success) among students who participated in a computerized cognitive training program designed to enhance working memory skills. The current results indicate that teachers perceived fewer concerns following students' participation in the training; this outcome was supplemented with significant improvements in the students' working memory capabilities following the training program. These findings have important implications given the literature highlighting the relation between teacher perceptions and student outcomes as a function of a school-based computerized cognitive training intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01