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Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents

Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of h...

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Autores principales: Gamino, Jacquelyn F., Chapman, Sandra B., Hull, Elizabeth L., Lyon, G. Reid
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Research Foundation 2010
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3153797/
https://www.ncbi.nlm.nih.gov/pubmed/21833248
http://dx.doi.org/10.3389/fpsyg.2010.00188
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author Gamino, Jacquelyn F.
Chapman, Sandra B.
Hull, Elizabeth L.
Lyon, G. Reid
author_facet Gamino, Jacquelyn F.
Chapman, Sandra B.
Hull, Elizabeth L.
Lyon, G. Reid
author_sort Gamino, Jacquelyn F.
collection PubMed
description Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enroled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact-learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact-learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist-reasoning and fact-learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist-reasoning ability and student learning.
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spelling pubmed-31537972011-08-10 Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents Gamino, Jacquelyn F. Chapman, Sandra B. Hull, Elizabeth L. Lyon, G. Reid Front Psychol Psychology Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enroled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact-learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact-learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist-reasoning and fact-learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist-reasoning ability and student learning. Frontiers Research Foundation 2010-12-09 /pmc/articles/PMC3153797/ /pubmed/21833248 http://dx.doi.org/10.3389/fpsyg.2010.00188 Text en Copyright © 2010 Gamino, Chapman, Hull and Lyon. http://www.frontiersin.org/licenseagreement This is an open-access article subject to an exclusive license agreement between the authors and the Frontiers Research Foundation, which permits unrestricted use, distribution, and reproduction in any medium, provided the original authors and source are credited.
spellingShingle Psychology
Gamino, Jacquelyn F.
Chapman, Sandra B.
Hull, Elizabeth L.
Lyon, G. Reid
Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title_full Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title_fullStr Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title_full_unstemmed Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title_short Effects of Higher-Order Cognitive Strategy Training on Gist-Reasoning and Fact-Learning in Adolescents
title_sort effects of higher-order cognitive strategy training on gist-reasoning and fact-learning in adolescents
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3153797/
https://www.ncbi.nlm.nih.gov/pubmed/21833248
http://dx.doi.org/10.3389/fpsyg.2010.00188
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