Differential effects of reasoning and speed training in children
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 pro...
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| Veröffentlicht in: | Developmental science 2011-05, Vol.14 (3), p.582-590 |
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| creator | Mackey, Allyson P. Hill, Susanna S. Stone, Susan I. Bunge, Silvia A. |
| description | 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. |
| doi_str_mv | 10.1111/j.1467-7687.2010.01005.x |
| format | Article |
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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. 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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. 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| subjects | Child Child Development Children Cognition & reasoning Cognition - physiology Cognitive Processes Computer Uses in Education Education Executive Function - physiology Female Games Humans Information processing Intelligence Intelligence Quotient Intelligence Tests Male Mental Processes - physiology Motor Skills Problem Solving Standardized Tests Test of Nonverbal Intelligence Time Factors Training Video Games |
| title | Differential effects of reasoning and speed training in children |
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