Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents

Autor/inn/en	Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.
Titel	Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents
Quelle	In: Journal of Adolescence, 35 (2012) 2, S.455-459 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2011.04.003
Schlagwörter	Grades (Scholastic); Standardized Tests; Academic Achievement; Grade 8; Mathematics Achievement; Adolescents; Mathematics Education; Control Groups; Cost Effectiveness; Educational Strategies; Stimulants; Cognitive Ability; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Notenspiegel; Standadised tests; Standardisierter Test; Schulleistung; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mathematische Bildung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lehrstrategie; Droge; Denkfähigkeit
Abstract	Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum during class and testing, or a control condition with no gum (NGC). Participants included 108 students. The math sections of the Texas Assessment of Knowledge and Skills (TAKS) and the Woodcock Johnson III Tests of Achievement (WJ-III), and math class grades were used to assess academic performance. Students in the gum chewing condition improved standardized test scores and maintained higher grades in math class compared to those in the no-gum chewing condition. These results are encouraging as gum chewing may be a cost-effective and easily implemented method to increase student performance. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10