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Enhancing inferential abilities in adolescence: new hope for students in poverty

The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive t...

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Autores principales: Gamino, Jacquelyn F., Motes, Michael M., Riddle, Russell, Lyon, G. Reid, Spence, Jeffrey S., Chapman, Sandra B.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4243561/
https://www.ncbi.nlm.nih.gov/pubmed/25505393
http://dx.doi.org/10.3389/fnhum.2014.00924
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author Gamino, Jacquelyn F.
Motes, Michael M.
Riddle, Russell
Lyon, G. Reid
Spence, Jeffrey S.
Chapman, Sandra B.
author_facet Gamino, Jacquelyn F.
Motes, Michael M.
Riddle, Russell
Lyon, G. Reid
Spence, Jeffrey S.
Chapman, Sandra B.
author_sort Gamino, Jacquelyn F.
collection PubMed
description The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist reasoning and fact recall ability in 556 public middle school students (grades seven and eight), vs. a sample of 357 middle school students who served as a comparison group, to determine if changes in gist reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist reasoning varied as a function of gender and grade level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist reasoning after training regardless of socioeconomic status (SES). There were no significant increases in gist reasoning or fact recall ability for the 357 middle school students who served as a comparison group. We postulate that cognitive training in middle school is efficacious for improving gist reasoning ability and fact recall in students from all socioeconomic levels.
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spelling pubmed-42435612014-12-10 Enhancing inferential abilities in adolescence: new hope for students in poverty Gamino, Jacquelyn F. Motes, Michael M. Riddle, Russell Lyon, G. Reid Spence, Jeffrey S. Chapman, Sandra B. Front Hum Neurosci Neuroscience The ability to extrapolate essential gist through the analysis and synthesis of information, prediction of potential outcomes, abstraction of ideas, and integration of relationships with world knowledge is critical for higher-order learning. The present study investigated the efficacy of cognitive training to elicit improvements in gist reasoning and fact recall ability in 556 public middle school students (grades seven and eight), vs. a sample of 357 middle school students who served as a comparison group, to determine if changes in gist reasoning and fact recall were demonstrated without cognitive training. The results showed that, in general, cognitive training increased gist reasoning and fact recall abilities in students from families in poverty as well as students from families living above poverty. However, the magnitude of gains in gist reasoning varied as a function of gender and grade level. Our primary findings were that seventh and eighth grade girls and eighth grade boys showed significant increases in gist reasoning after training regardless of socioeconomic status (SES). There were no significant increases in gist reasoning or fact recall ability for the 357 middle school students who served as a comparison group. We postulate that cognitive training in middle school is efficacious for improving gist reasoning ability and fact recall in students from all socioeconomic levels. Frontiers Media S.A. 2014-12-09 /pmc/articles/PMC4243561/ /pubmed/25505393 http://dx.doi.org/10.3389/fnhum.2014.00924 Text en Copyright © 2014 Gamino, Motes, Riddle, Lyon, Spence and Chapman. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution and reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Neuroscience
Gamino, Jacquelyn F.
Motes, Michael M.
Riddle, Russell
Lyon, G. Reid
Spence, Jeffrey S.
Chapman, Sandra B.
Enhancing inferential abilities in adolescence: new hope for students in poverty
title Enhancing inferential abilities in adolescence: new hope for students in poverty
title_full Enhancing inferential abilities in adolescence: new hope for students in poverty
title_fullStr Enhancing inferential abilities in adolescence: new hope for students in poverty
title_full_unstemmed Enhancing inferential abilities in adolescence: new hope for students in poverty
title_short Enhancing inferential abilities in adolescence: new hope for students in poverty
title_sort enhancing inferential abilities in adolescence: new hope for students in poverty
topic Neuroscience
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4243561/
https://www.ncbi.nlm.nih.gov/pubmed/25505393
http://dx.doi.org/10.3389/fnhum.2014.00924
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