Download or read book The Effect of a Computerized Cognitive Intervention on the Working Memory and Mathematical Skill Performance of Inner City Children written by Christen R. Davis and published by . This book was released on 2012 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effectiveness of a computerized, cognitive intervention on the working memory capacity and mathematical performance of elementary students from an urban school. Working memory and mathematics performance were measured using two subtests from the Wechsler Intelligence Scale for Children-Fourth Edition (Wechsler, 2003), the Calculation subtest from the Woodcock-Johnson Psychoeducational Battery - Third Edition (Woodcock, McGrew & Mather, 2001), and the Math Concepts and Applications (MCAP) and Math Calculation (MCBM) assessments from AIMSweb®. Results were analyzed using a paired samples t-tests to evaluate if working memory and mathematics performance scores significantly increased after the cognitive intervention. Results reflected significant differences in working memory capacity and mathematical performance after the intervention. Implications of these results, future research directions, and tips for using cognitive interventions within an RTI framework are discussed.
Download or read book Cognitive Foundations for Improving Mathematical Learning written by David C. Geary and published by Academic Press. This book was released on 2019-01-03 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fifth volume in the Mathematical Cognition and Learning series focuses on informal learning environments and other parental influences on numerical cognitive development and formal instructional interventions for improving mathematics learning and performance. The chapters cover the use of numerical play and games for improving foundational number knowledge as well as school math performance, the link between early math abilities and the approximate number system, and how families can help improve the early development of math skills. The book goes on to examine learning trajectories in early mathematics, the role of mathematical language in acquiring numeracy skills, evidence-based assessments of early math skills, approaches for intensifying early mathematics interventions, the use of analogies in mathematics instruction, schema-based diagrams for teaching ratios and proportions, the role of cognitive processes in treating mathematical learning difficulties, and addresses issues associated with intervention fadeout. Identifies the relative influence of school and family on math learning Discusses the efficacy of numerical play for improvement in math Features learning trajectories in math Examines the role of math language in numeracy skills Includes assessments of math skills Explores the role of cognition in treating math-based learning difficulties
Download or read book Working Memory Training written by Rachael Wittern Green and published by . This book was released on 2014 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computerized working memory training has recently emerged as a potential intervention to help children improve their academic performance. Although working memory capacity has traditionally been viewed as a fixed entity that is unresponsive to experience and training, studies have demonstrated that interventions may have the potential to increase working memory capacity. Specifically, studies have shown working memory to be predictive of math performance of children both immediately and years later. Emerging research suggests further that working memory training may improve academic performance in children with learning difficulties. In this present study, the utility of Cogmed working memory training on mathematical performance was assessed with children with attention problems including Attention-Deficit/Hyperactivity Disorder (ADHD). Participants were 13 children with varying levels of attention difficulties, aged 5 to 13 years. When children with above average working memory were excluded from analysis, performance on Letter Number Sequencing significantly improved post-training and a trend toward improvement was seen in Math Problem Solving. Significant improvement was not seen in Digit Span, Numerical Operations, or Math Fluency. Training gains in Cogmed were not related to performance improvement. These results suggest that further research regarding working memory training and academics for children with attention problems and working memory difficulties is warranted.
Download or read book Research Awards Index written by and published by . This book was released on 1976 with total page 1248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effectiveness of Computerized Working Memory Training on Math Achievement and Other Transfer Effects in Children with ADHD and Math Difficulties written by Angela Heishman and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Grants Index written by National Institutes of Health (U.S.). Division of Research Grants and published by . This book was released on 1973 with total page 1496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities written by H. Lee Swanson and published by . This book was released on 2011 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent across the elementary school years even when calculation and reading skills are in the normal achievement range (Swanson et al., 2008). Previous research shows that growth in working memory (WM) is related to growth in word problem solving accuracy for children with math disabilities (MD e.g., Swanson, 2006, Swanson et al., 2008). However, the research is unclear as to the interventions that compensate for WM limitations in children with MD that in turn positively influence performance on problem solving measures. The purpose of this intervention study was to determine whether children with MD improve in problem solving ability as a function of strategy intervention that emphasizes relevant components of word problems. Children with MD and without MD were randomly assigned to one of three treatment groups: verbal strategies, visual strategies or a combination of both verbal and visual strategies. This study addressed three questions:(1) Do cognitive strategies that direct MD children's attention to relevant components of word problems in the context of distracting or irrelevant information enhance mathematical problem solving accuracy when compared to control conditions? (2) Are visual-spatial strategies in isolation or when combined with verbal strategies more effective than verbal strategies in isolation for children with MD? and (3) Do specific cognitive strategies and increases in WM load (number of irrelevant sentences in word problems) play an independent or interactive role in facilitating solution accuracy and transfer? One hundred and twenty (120) children from grades 2 and 3 in a Southern California public school district participated in this study. The primary findings were: both children with and without MD significantly improved word problem solving accuracy at post-test relative to other conditions, (b) pretest/post-test changes in correctly identifying relevant/irrelevant components mediated the effects of treatment on solution accuracy, (c) transfer (tasks independent of training) occurred on CBM of text word problems, verbal WM and calculation, and (d) individual differences in WM capacity interacted with treatment conditions when predicting overall solution accuracy.
Download or read book Effects of Computarized sic Cognitive Training on Working Memory in a School Setting written by Tessy Tatiana Pumaccahua and published by . This book was released on 2013 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to explore the effectiveness of computerized cognitive training to increase the cognitive ability children with learning disabilities in a school setting over a period of 10 weeks.
Download or read book The Relationship Between Working Memory and Mathematical Problem solving in Children with and Without Learning Disabilities written by Carole M. Sachse-Lee and published by . This book was released on 1998 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Working Memory Training on Children s Cognitive and Noncognitive Skills written by Eva M. Berger and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Working memory capacity is thought to play an important role for a wide range of cognitive and noncognitive skills such as fluid intelligence, math, reading, the inhibition of pre-potent impulses or more general self-regulation abilities. Because these abilities substantially affect individuals' life trajectories in terms of health, education, and earnings, the question of whether working memory (WM) training can improve them is of considerable importance. However, whether WM training leads to improvements in these far-transfer skills is contested. Here, we examine the causal impact of WM training embedded in regular school teaching by a randomized educational intervention involving a sample of 6-7 years old first graders. We find substantial immediate and lasting gains in working memory capacity. In addition, we document relatively large positive effects on geometry skills, reading skills, Raven's fluid IQ measure, the ability to inhibit pre-potent impulses and self-regulation abilities. Moreover, these far-transfer effects emerge over time and only become fully visible after 12-13 months. Finally, we document that 3-4 years after the intervention, the children who received training have a roughly 16 percentage points higher probability of entering the academic track in secondary school.
Download or read book Development of Mathematical Cognition written by Daniel B. Berch and published by Academic Press. This book was released on 2015-10-03 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: Development of Mathematical Cognition: Neural Substrates and Genetic Influences reviews advances in extant imaging modalities and the application of brain stimulation techniques for improving mathematical learning. It goes on to explore the role genetics and environmental influences have in the development of math abilities and disabilities. Focusing on the neural substrates and genetic factors associated with both the typical and atypical development of mathematical thinking and learning, this second volume in the Mathematical Cognition and Learning series integrates the latest in innovative measures and methodological advances from the top researchers in the field. Provides details about new progress made in the study of neural correlates of numerical and arithmetic cognition Addresses recent work in quantitative and molecular genetics Works to improve instruction in numerical, arithmetical, and algebraic thinking and learning Informs policy to help increase the level of mathematical proficiency among the general public
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1992 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cognitive Underpinnings of Math Learning and Early Play Based Intervention written by Chloe Teressa Green and published by . This book was released on 2005 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: For my graduate research presented in this dissertation, I employed cognitive development theory to evaluate key cognitive abilities that contribute to both typical and atypical mathematical learning in children and adolescence. I incorporated these findings into a novel play-based intervention for children at-risk for math learning disabilities (MLD). My dissertation work is represented in the following three papers. In the first paper, I synthesized literature identifying the common cognitive precursors to math learning disabilities. I analyzed how core numerical processing weaknesses (e.g. number sense) in early childhood, restrict the developmental plasticity of mathematical learning. Furthermore, I identified how common weaknesses in other domain-general cognitive abilities (e.g. working memory and processing speed) serve to further exacerbate mathematical learning weaknesses in MLD. Taken together, these findings inform theoretically grounded approaches used to identify children with MLD, and identified promising approaches to early intervention. In the second paper, I sought to characterize the cognitive factors that are most predictive of future math achievement in typically developing children and adolescents. I analyzed data from a longitudinal study of children between 6 and 21 years old who completed a battery of neuropsychological testing at 3 time points over the course of 5 years. I was specifically interested in the role of fluid reasoning (FR), or the ability to think logically to solve novel problems. Fluid reasoning has not been particularly well characterized in relation to math achievement. Structural equation modeling was employed to compare the relative contribution of spatial abilities, verbal reasoning, age, and FR in predicting future math achievement. This model accounted for nearly 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; age, vocabulary, and spatial skills were not significant predictors. The findings build on Cattell’s conceptualization of FR as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems. In the third paper, I pilot-tested a novel game-play intervention for children at risk for math learning disabilities. The intervention involved playing numeracy and cognitive speed games four days per week for 14 weeks. A single-case-study design was employed to evaluate response to intervention in 3 first- and second-grade students. The intervention took place during an after-school program. All three students demonstrated a significant improvement in weekly arithmetic fluency and marginal improvements in processing speed. However, there was variability during baseline testing in arithmetic fluency scores, limiting causal inference. This study provides preliminary evidence to suggest that game-based interventions that train basic numeracy and processing speed skills, may serve as an effective preventative approach that builds on children’s intrinsic motivation to engage in playful learning.
Download or read book The Ability of Conceptual Monitoring and the Quality of Working Memory at Children With Calculation Difficulties written by Sladjana Arsic and published by . This book was released on 2011 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as difficulties in counting as well as developmental dyscalculia. Reported prevalence rate for this problem in general population is 6%-10%. The most common difficulties in counting are: difficulties in logic, difficulties in planning, perseverance of inappropriate (responses) procedures and poor understanding of arithmetic operations. This paper aims to identify the influence of assessed arithmetic skills and to clarify to what extent the assessed cognitive skills affect each other in children with difficulties in counting. The relations between the level of working memory and acquiring of arithmetic skills, between the attention and the conceptual observation, and also between planning ability and acquiring of arithmetic skills have been assessed within the study goals. The tested sample consists of 84 third-grade pupils of general population divided into an experimental and a control group. The subjects of the experimental group were chosen according to the discrepancy between general intellectual competences, general achievement at school and success in the filed of mathematics expressed by school marks. Following tests of neuropsychological test battery were used: (1) Taylor's word list-Rey test; and (2) Trail-making-TMTa/b test. The results have been analyzed regarding qualitative test results, as well as the aspect of previous knowledge in the studies dealing with dyscalculia. The results of the studies indicate that there is statistically a significant difference in effectiveness of assessed cognitive characteristics of working memory, attention and planning abilities between experimental and control group (sample) (p less than 0.01). The subjects of experimental group, i.e., those with difficulties in counting and the results given, show that there is poor effectiveness but positive connection of moderate intensity among assessed cognitive characteristics (p less than 0.01). (Contains 4 tables and 4 figures.).
