Literaturnachweis - Detailanzeige
| Autor/inn/en | Mackey, Allyson P.; Hill, Susanna S.; Stone, Susan I.; Bunge, Silvia A. |
|---|---|
| Titel | Differential Effects of Reasoning and Speed Training in Children |
| Quelle | In: Developmental Science, 14 (2011) 3, S.582-590 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-755X |
| DOI | 10.1111/j.1467-7687.2010.01005.x |
| Schlagwörter | Standardized Tests; Cognitive Processes; Training; Computer Uses in Education; Games; Intelligence Quotient; Children; Child Development; Test of Nonverbal Intelligence |
| Abstract | The goal of this study was to determine whether intensive training can ameliorate cognitive skills in children. Children aged 7 to 9 from low socioeconomic backgrounds participated in one of two cognitive training programs for 60 minutes/day and 2 days/week, for a total of 8 weeks. Both training programs consisted of commercially available computerized and non-computerized games. Reasoning training emphasized planning and relational integration; speed training emphasized rapid visual detection and rapid motor responses. Standard assessments of reasoning ability--the Test of Non-Verbal Intelligence (TONI-3) and cognitive speed (Coding B from WISC IV)--were administered to all children before and after training. Neither group was exposed to these standardized tests during training. Children in the reasoning group improved substantially on TONI (Cohen's d = 1.51), exhibiting an average increase of 10 points in Performance IQ, but did not improve on Coding. By contrast, children in the speed group improved substantially on Coding (d = 1.15), but did not improve on TONI. Counter to widespread belief, these results indicate that both fluid reasoning and processing speed are modifiable by training. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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