Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory

This study investigates the effects of math training on math and cognitive performance among 8–9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving,...

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Vydáno v:Journal of intelligence Ročník 12; číslo 9; s. 83
Hlavní autoři: Cai, Dan, Ge, Yongjing, Wang, Lingling, Leung, Ada W. S.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Switzerland MDPI AG 29.08.2024
MDPI
Témata:
Academic achievement
Attention deficit hyperactivity disorder
Behavior
Cognition & reasoning
Intervention
Learning
low attention
math modules
math training
Mathematics
Memory
PASS theory
Students
Training
China
math modules
low attention
math training
PASS theory
ISSN:2079-3200, 2079-3200
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Shrnutí:This study investigates the effects of math training on math and cognitive performance among 8–9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children’s Mathematics and Cognition Training Manual in Chinese. The results showed that the training group’s math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied.
Bibliografie:ObjectType-Article-1
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ISSN:2079-3200
2079-3200
DOI:10.3390/jintelligence12090083