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Effects of a 'Learn to Think' intervention programme on primary school students.

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Title: Effects of a 'Learn to Think' intervention programme on primary school students.
Authors: Hu, Weiping (AUTHOR), Adey, Philip (AUTHOR), Jia, Xiaojuan (AUTHOR), Liu, Jia (AUTHOR), Zhang, Lei (AUTHOR), Li, Jing (AUTHOR), Dong, Xiaomei (AUTHOR)
Source: British Journal of Educational Psychology. Dec2011, Vol. 81 Issue 4, p531-557. 27p. 2 Diagrams, 12 Charts, 4 Graphs.
Subjects: Educational psychology research, Cognitive ability, Critical thinking in children, Educational intervention, Academic achievement testing
Geographic Terms: Shanxi Sheng (China), China
Abstract: Background. Methods for teaching thinking may be described as out-of-context or infusion. Both approaches have potential to raise students' general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory-based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out-of-context and infusion approaches. Sample. One-hundred and sixty-six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre-tested for non-verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post-tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78-1.45; on Chinese d= .68-1.07; on maths .58-.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90-1.37; Chinese .77-1.32; maths .65-1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out-of-context and infusion methods has been shown to have long-term far transfer effects on students' thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Educational Psychology 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: Effects of a 'Learn to Think' intervention programme on primary school students.
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  Data: <searchLink fieldCode="AR" term="%22Hu%2C+Weiping%22">Hu, Weiping</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Adey%2C+Philip%22">Adey, Philip</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jia%2C+Xiaojuan%22">Jia, Xiaojuan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Jia%22">Liu, Jia</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Lei%22">Zhang, Lei</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Jing%22">Li, Jing</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dong%2C+Xiaomei%22">Dong, Xiaomei</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Dec2011, Vol. 81 Issue 4, p531-557. 27p. 2 Diagrams, 12 Charts, 4 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Educational+psychology+research%22">Educational psychology research</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking+in+children%22">Critical thinking in children</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement+testing%22">Academic achievement testing</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Shanxi+Sheng+%28China%29%22">Shanxi Sheng (China)</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: Background. Methods for teaching thinking may be described as out-of-context or infusion. Both approaches have potential to raise students' general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory-based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out-of-context and infusion approaches. Sample. One-hundred and sixty-six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre-tested for non-verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post-tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78-1.45; on Chinese d= .68-1.07; on maths .58-.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90-1.37; Chinese .77-1.32; maths .65-1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out-of-context and infusion methods has been shown to have long-term far transfer effects on students' thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Educational Psychology 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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      – SubjectFull: Critical thinking in children
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              Text: Dec2011
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