Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science.
Cognitive training
Counterintuitive reasoning
Inhibitory control
Mathematics achievement
Misconceptions
Science achievement
Technology-enhanced learning
Journal
Journal of cognitive enhancement : towards the integration of theory and practice
ISSN: 2509-3304
Titre abrégé: J Cogn Enhanc
Pays: Switzerland
ID NLM: 101715582
Informations de publication
Date de publication:
2020
2020
Historique:
received:
10
05
2019
accepted:
25
11
2019
entrez:
25
8
2020
pubmed:
25
8
2020
medline:
25
8
2020
Statut:
ppublish
Résumé
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (
Identifiants
pubmed: 32832846
doi: 10.1007/s41465-019-00161-4
pii: 161
pmc: PMC7410229
doi:
Types de publication
Journal Article
Langues
eng
Pagination
296-314Informations de copyright
© The Author(s) 2019.
Déclaration de conflit d'intérêts
Conflict of InterestThe authors declare that they have no conflict of interest.
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