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Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science
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) inves...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/ https://www.ncbi.nlm.nih.gov/pubmed/32832846 http://dx.doi.org/10.1007/s41465-019-00161-4 |
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author | Wilkinson, Hannah R. Smid, Claire Morris, Su Farran, Emily K. Dumontheil, Iroise Mayer, Sveta Tolmie, Andrew Bell, Derek Porayska-Pomsta, Kaśka Holmes, Wayne Mareschal, Denis Thomas, Michael S. C. |
author_facet | Wilkinson, Hannah R. Smid, Claire Morris, Su Farran, Emily K. Dumontheil, Iroise Mayer, Sveta Tolmie, Andrew Bell, Derek Porayska-Pomsta, Kaśka Holmes, Wayne Mareschal, Denis Thomas, Michael S. C. |
author_sort | Wilkinson, Hannah R. |
collection | PubMed |
description | 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 (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, η(p)(2) = .067) and STP (p < .01, η(p)(2) = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, η(p)(2) = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s41465-019-00161-4) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-7410229 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-74102292020-08-17 Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science Wilkinson, Hannah R. Smid, Claire Morris, Su Farran, Emily K. Dumontheil, Iroise Mayer, Sveta Tolmie, Andrew Bell, Derek Porayska-Pomsta, Kaśka Holmes, Wayne Mareschal, Denis Thomas, Michael S. C. J Cogn Enhanc Original Research 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 (n = 456) participated either in Stop & Think as a whole-class activity (teacher-led, STT) or using individual computers (pupil-led, STP), or had teaching as usual (TAU). For Year 3 children (but not Year 5), Stop & Think led to better counterintuitive reasoning (i.e. near transfer) in STT (p < .001, η(p)(2) = .067) and STP (p < .01, η(p)(2) = .041) compared to TAU. Achievement data was not available for Year 3 STP or Year 5 STT. For Year 3, STT led to better science achievement (i.e. far transfer) compared to TAU (p < .05, η(p)(2) = .077). There was no transfer to the Stroop-like measure of IC. Overall, these findings support the idea that IC may contribute to counterintuitive reasoning and mathematics and science achievement. Further, we provide preliminary evidence of a domain-specific IC intervention with transferable benefits to academic achievement for Year 3 children. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s41465-019-00161-4) contains supplementary material, which is available to authorized users. Springer International Publishing 2019-12-12 2020 /pmc/articles/PMC7410229/ /pubmed/32832846 http://dx.doi.org/10.1007/s41465-019-00161-4 Text en © The Author(s) 2019 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Original Research Wilkinson, Hannah R. Smid, Claire Morris, Su Farran, Emily K. Dumontheil, Iroise Mayer, Sveta Tolmie, Andrew Bell, Derek Porayska-Pomsta, Kaśka Holmes, Wayne Mareschal, Denis Thomas, Michael S. C. Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title | Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title_full | Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title_fullStr | Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title_full_unstemmed | Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title_short | Domain-Specific Inhibitory Control Training to Improve Children’s Learning of Counterintuitive Concepts in Mathematics and Science |
title_sort | domain-specific inhibitory control training to improve children’s learning of counterintuitive concepts in mathematics and science |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7410229/ https://www.ncbi.nlm.nih.gov/pubmed/32832846 http://dx.doi.org/10.1007/s41465-019-00161-4 |
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