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Differential effects of reasoning and speed training in children.

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Title: Differential effects of reasoning and speed training in children.
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]
Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Differential effects of reasoning and speed training in children.
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  Data: <searchLink fieldCode="AR" term="%22Mackey%2C+Allyson+P%2E%22">Mackey, Allyson P.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hill%2C+Susanna+S%2E%22">Hill, Susanna S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stone%2C+Susan+I%2E%22">Stone, Susan I.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bunge%2C+Silvia+A%2E%22">Bunge, Silvia A.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Developmental+Science%22">Developmental Science</searchLink>. May2011, Vol. 14 Issue 3, p582-590. 9p. 3 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Cognition+in+children%22">Cognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+status%22">Social status</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+development%22">Intellectual development</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+intelligence+tests%22">Nonverbal intelligence tests</searchLink><br /><searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink>
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  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Developmental Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/j.1467-7687.2010.01005.x
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        Text: English
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      – SubjectFull: Intellectual development
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      – SubjectFull: Nonverbal intelligence tests
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      – SubjectFull: Mnemonics
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              Text: May2011
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