Differential effects of reasoning and speed training in children.
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| Title: | Differential effects of reasoning and speed training in children. |
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| Authors: | Mackey, Allyson P. (AUTHOR), Hill, Susanna S. (AUTHOR), Stone, Susan I. (AUTHOR), Bunge, Silvia A. (AUTHOR) |
| Source: | Developmental Science. May2011, Vol. 14 Issue 3, p582-590. 9p. 3 Charts, 3 Graphs. |
| Subjects: | Cognition in children, Social status, Intellectual development, Nonverbal intelligence tests, Mnemonics |
| 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1363755X |
| DOI: | 10.1111/j.1467-7687.2010.01005.x |
