文章基本信息

标题：Working Memory Training does not Improve Intelligence: Evidence from Brazilian Children
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作者：Marcela Mansur-Alves ; Carmen Flores-Mendoza
期刊名称：Psicologia: Reflexão e Crítica
印刷版ISSN：0102-7972
电子版ISSN：1678-7153
出版年度：2015
卷号：28
期号：3
页码：474-482
语种：English
出版社：Universidade Federal do Rio Grande do Sul
摘要：Recent investigations applying working memory training have indicated that it is possible to train intelligence. This work aimed to verify the effectiveness of a cognitive training program aimed at increasing children’s intelligence. Fifty-three Brazilian children, enrolled in the sixth year of ele-mentary school (M=11.17 years, SD=.37), were selected from a larger original group. This selected sample was randomly assigned into the experimental group/EG (n=27) and the control group/CG (n=26). All children were evaluated by cognitive measures in the pre-test and post-test phase. Three working memory tasks encompassed the cognitive training program. The cognitive training was administered to the EG twice a week for eight weeks. The post-test assessment was administered two weeks following the conclusion of the training program. The statistical analysis indicated no signifi cant differences between EG and CG after training for cognitive measurements. These results demonstrate partial support of the selective literature that indicates the diffi culty of achieving signi-fi cant intellectual changes through specifi c intervention programs.
其他摘要：Recent investigations applying working memory training have indicated that it is possible to train intelligence. This work aimed to verify the effectiveness of a cognitive training program aimed at increasing children’s intelligence. Fifty-three Brazilian children, enrolled in the sixth year of ele-mentary school (M=11.17 years, SD=.37), were selected from a larger original group. This selected sample was randomly assigned into the experimental group/EG (n=27) and the control group/CG (n=26). All children were evaluated by cognitive measures in the pre-test and post-test phase. Three working memory tasks encompassed the cognitive training program. The cognitive training was administered to the EG twice a week for eight weeks. The post-test assessment was administered two weeks following the conclusion of the training program. The statistical analysis indicated no signifi cant differences between EG and CG after training for cognitive measurements. These results demonstrate partial support of the selective literature that indicates the diffi culty of achieving signi-fi cant intellectual changes through specifi c intervention programs.
关键词：Training; intelligence; working memory; Brazilian children.
其他关键词：Training; intelligence; working memory; Brazilian children.