Computerized Cognitive Training with Learning Disabled Students
A Pilot Study
Bibliographic Data
| ID | 13653149 |
|---|---|
| Authors | France Talbot (0000-0002-2064-4458, Université Laval), Michel Pépin (0000-0002-0581-9758, Université Laval, corresponding author), Michel Loranger (Université Laval) |
| Year | 1992 |
| Volume | 71 |
| Issue | 3_suppl |
| Pages | 1347-1356 |
| Publication date | 1992-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1992.71.3f.1347 |
| PMID | 1480721 |
| OpenAlex | W2153805518 |
| Language | EN |
| References cited | 18 |
The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed
Analysis of covariance · Arithmetic · Class (philosophy · Cognition · Cognitive Training · Developmental psychology · Intervention (counseling · Learning disability · Medical education · Multiplication (music · Psychiatry · Subtraction · Applied Psychology · Cognitive and developmental aspects of mathematical skills · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Medicine · Psychology · Reading and Literacy Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |