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1、DevelopmentalScience14:3(2011),pp582–590DOI:10.1111/j.1467-7687.2010.01005.xPAPERDifferentialeffectsofreasoningandspeedtraininginchildren1231,4AllysonP.Mackey,SusannaS.Hill,SusanI.StoneandSilviaA.Bunge1.HelenWillsNeuroscienceInstitute,UniversityofCaliforniaatBerkeley,
2、USA2.DepartmentofChildNeurology,UniversityofCaliforniaatSanFrancisco,USA3.SchoolofSocialWelfare,UniversityofCaliforniaatBerkeley,USA4.DepartmentofPsychology,UniversityofCaliforniaatBerkeley,USAAbstractThegoalofthisstudywastodeterminewhetherintensivetrainingcanameliora
3、tecognitiveskillsinchildren.Childrenaged7to9fromlowsocioeconomicbackgroundsparticipatedinoneoftwocognitivetrainingprogramsfor60minutesdayand2daysweek,foratotalof8weeks.Bothtrainingprogramsconsistedofcommerciallyavailablecomputerizedandnon-computerizedgames.Reasoningtr
4、ainingemphasizedplanningandrelationalintegration;speedtrainingemphasizedrapidvisualdetectionandrapidmotorresponses.Standardassessmentsofreasoningability–theTestofNon-VerbalIntelligence(TONI-3)andcognitivespeed(CodingBfromWISCIV)–wereadministeredtoallchildrenbeforeanda
5、ftertraining.Neithergroupwasexposedtothesestandardizedtestsduringtraining.ChildreninthereasoninggroupimprovedsubstantiallyonTONI(Cohen’sd=1.51),exhibitinganaverageincreaseof10pointsinPerformanceIQ,butdidnotimproveonCoding.Bycontrast,childreninthespeedgroupimprovedsubs
6、tantiallyonCoding(d=1.15),butdidnotimproveonTONI.Countertowidespreadbelief,theseresultsindicatethatbothfluidreasoningandprocessingspeedaremodifiablebytraining.IntroductionacademicoutcomesareconsistentlyworseforlowSESchildrenthanfortheirmiddle-classpeers(Bradley,Fluidr
7、easoning(FR)representsthecapacitytothinkConvyn,Burchinal,McAdoo&Coll,2001;McLoyd,logicallyandsolveproblemsinnovelsituations(Cattell,1998).1987;Horn&Cattell,1967).CattellproposedtheInthepresentstudy,weconductedacognitiveinter-InvestmentHypothesis,wherebyFRservesasascaf
8、foldventioninstudentsofages7to10ataschoolwithathatallowsachildtoacquireothercognitiveskillsandhistoryoflowstatewidetestscore
