Show simple item record

dc.contributor.authorGamino, Jacquelyn F.en_US
dc.contributor.authorMotes, Michael M.en_US
dc.contributor.authorRiddle, Russellen_US
dc.contributor.authorLyon, G. Reiden_US
dc.contributor.authorSpence, Jeffrey S.en_US
dc.contributor.authorChapman, Sandra Bonden_US
dc.date.accessioned2015-01-21T18:19:29Z
dc.date.available2015-01-21T18:19:29Z
dc.date.created2014-12-09
dc.identifier.issn1662-5161en_US
dc.identifier.urihttp://hdl.handle.net/10735.1/4278
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherFrontiers Research Foundationen_US
dc.relation.urihttp://dx.doi.org/10.3389/fnhum.2014.00924en_US
dc.rightsCC BY 4.0 (Attribution)en_US
dc.rights©2014 The Authors.en_US
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_US
dc.subjectCognitive trainingen_US
dc.subjectPovertyen_US
dc.subjectEighth grade (Education)en_US
dc.subjectSeventh grade (Education)en_US
dc.subjectBrainen_US
dc.titleEnhancing Inferential Abilities in Adolescence: New Hope for Students in Povertyen_US
dc.typeTexten_US
dc.type.genrearticleen_US
dc.identifier.bibliographicCitationGamino, J. F., M. M. Motes, R. Riddle, G. Reid Lyon, et al. 2014. "Enhancing inferential abilities in adolescence: New hope for students in poverty." Frontiers in Human Neuroscience 8:924.en_US
dc.source.journalFrontiers In Human Neuroscienceen_US
dc.identifier.volume8en_US
dc.identifier.issueGist reasoningen_US
dc.contributor.utdAuthorGamino, Jacquelyn F.
dc.contributor.utdAuthorMotes, Michael M.
dc.contributor.utdAuthorRiddle, Russell
dc.contributor.utdAuthorLyon, G. Reid
dc.contributor.utdAuthorSpence, Jeffrey S.
dc.contributor.utdAuthorChapman, Sandra Bond
dc.contributor.ISNI0000 0003 5170 3614 (Chapman, SB)en_US
dc.contributor.LCNA2012043141‏ (Chapman, SB)en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0 (Attribution)
Except where otherwise noted, this item's license is described as CC BY 4.0 (Attribution)