Improving problem solving in primary school students
The effect of a training programme focusing on metacognition and working memory
Bibliographic Data
| ID | 5263335 |
|---|---|
| Authors | Cesare Cornoldi (0000-0003-0861-0519, Department of General Psychology University of Padova Italy), Barbara Carretti (0000-0001-5147-7544, Department of General Psychology University of Padova Italy, corresponding author), Silvia Drusi (Department of General Psychology University of Padova Italy), Chiara Tencati (Department of General Psychology University of Padova Italy) |
| Year | 2015 |
| Volume | 85 |
| Issue | 3 |
| Pages | 424-439 |
| Publication date | 2015-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12083 |
| PMID | 26099785 |
| OpenAlex | W1896628103 |
| Language | EN |
| Citations received | 16 |
| References cited | 34 |
BackgroundDespite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students' motivation and competence.AimsThis study examined the feasibility of improving problem-solving skills in school children by means of a training programme that addresses general and specific abilities involved in problem solving, focusing on metacognition and working memory.ParticipantsThe project involved a sample of 135 primary school children attending eight classes in the third, fourth, and fifth grades (age range 8-10 years).MethodThe classes were assigned to two groups, one attending the training programme in the first 3 months of the study (Training Group 1) and the other serving as a waiting-list control group (Training Group 2). In the second phase of the study, the role of the two groups was reversed, with Training Group 2 attending the training instead of Training Group 1.ResultsThe training programme led to improvements in both metacognitive and working memory tasks, with positive-related effects on the ability to solve problems. The gains seen in Training Group 1 were also maintained at the second post-test (after 3 months).ConclusionsSpecific activities focusing on metacognition and working memory may contribute to modifying arithmetical problem-solving performance in primary school children
Cognition · Competence (human resources) · Developmental psychology · Mathematics education · Metacognition · Test (biology) · Working memory · Working memory training · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Innovative Teaching and Learning Methods · Psychology · Social Psychology
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| Unique citing works | 16 |
|---|---|
| Citations per year | 1,6 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |