Preliminary evidence of effectiveness in cognitive training to improve school children intelligence;Evidências Preliminares da Efetividade do Treinamento Cognitivo para Melhorar a Inteligência de Crianças Escolares

Psicologia: Reflexao e Critica

Volumn 26, Issue 3, 2013, Pages 423-434

  Mansur Alves, Marcela ^a   Flores Mendoza, Carmen ^a   Tierra Criollo, Carlos Julio ^a  

^a FEDERAL UNIVERSITY OF MINAS GERAIS   (Brazil)

Author keywords

Cognitive training; Crystallized intelligence; Fluid intelligence

Indexed keywords

EID: 84896868585     PISSN: 01027972     EISSN: 16787153     Source Type: Journal    
DOI: 10.1590/s0102-79722013000300001     Document Type: Article

References (49)

1. Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131(1), 30-60.
2. Alloway, T. P., & Alloway, R. G. (2009). The efficacy of working memory training in improving crystallized intelligence. Nature Precedings. Retrieved January 17, 2011, from http:// precedings.nature.com/documents/3697/version/1
3. Associação Brasileira de Empresas de Pesquisa. (2003). Critério de Classificação Econômica Brasil - CCEB - Dados com base no levantamento socioeconômico 2000-IBOPE. Recuperado em 09 de outubro, 2010, em http//www.abep.org
4. Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews: Neuroscience, 4, 829-839.
5. Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612-637.
6. Buschkuehl, M., & Jaeggi, S.M. (2010). Improving intelligence: A literature review. Swiss Medical Weekly, 140(19-20), 266-272.
7. Campbell, F. A., Wasik, B. H., Pungello, E., Burchinal, B., Barbarin, O., Kainz, K.,Ramey, C. T. (2002). Young adults outcomes from The Abecedarian and CARE early childhood educational interventions. Early Childhood Research Quarterly, 23(4), 452-456.
8. Centro Editor de Psicologia Aplicada. (2001a). Manual das Matrizes Progressivas de Raven - Escala Geral. Séries A, B, C, D e E (2. ed., F. Campos, Trad. & Adaptação). Rio de Janeiro, RJ: Autor.
9. Centro Editor de Psicologia Aplicada. (2001b). Bateria Fatorial CEPA - Teste de Aptidões Específicas. Rio de Janeiro, RJ: Autor.
10. Chein, J. M., & Morrison, A. B. (2010). Expanding the mind's workspace: Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17(2), 193-199.
11. Colom, R. (2008). Nos limites da inteligência: É o ingrediente do êxito na vida? (C. Flores-Mendoza & F. M. Franco, Trads.). São Paulo, SP: Vetor.
12. Colom, R., & Flores-Mendoza, C. (2001). Inteligencia y memoria de trabajo: la relación entre factor g, complejidad cognitiva y capacidad de procesamiento. Psicologia: Teoria & Pesquisa, 17, 37-47.
13. Colom, R., Quiroga, M. A., Shih, P. S., Martínez, K., Burgaleta, M., Martínez-Molina, A.,...Ramírez, I. (2010). Improvement in working memory is not related to increased intelligence scores. Intelligence, 38, 497-505.
14. Conboy, J. E. (2003). Algumas medidas típicas univariadas da magnitude do efeito. Avaliação Psicológica, 2, 145-158.
15. Conway, A. R. A., Kane, M. J., & Engle, R. W. (2003). Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences, 7, 547-552.
16. Dantas, J. B. (1979). Efeitos de estimulação escolar na realização de crianças em vários estados nutricionais. Cadernos de Pesquisa, 29, 97-110.
17. Flores-Mendoza, C. E., Colom, R. B., Garcia, L. F., & Castilho, A. V. (2001). Dificultades en el rendimiento escolar y la memoria de trabajo. Boletim de Psicologia, 1, 21-36.
18. Garlick, D. (2002). Understanding the nature of the general factor of intelligence: The role of individual differences in neural plasticity as an explanatory mechanism. Psychological Reviews, 109(1), 116-136.
19. Gray, R., & McCormick, M. (2005). Early Childhood Intervention Programs in the US: Recent advances and future recommendations. The Journal of Primary Prevention, 26(3), 259-275.
20. Hager, W., & Hasselhorn, M. (1998). The Effectiveness of the Cognitive Training for children from a differential perspective: A metaevaluation. Learning and Instruction, 8(5), 411-438.
21. Haier, R. (2006). Teoria Biológica da Inteligência. In C. Flores--Mendoza & R. Colom (Orgs.), Introdução à Psicologia das Diferenças Individuais (pp. 131-142). Porto Alegre, RS: Artmed.
22. Haier, R. J., Siegel, B., Tang, C., Abel, L., & Buchsbaum, M. S. (1992). Regional glucose metabolic changes after learning a complex visuospatial/motor task: A positron emission tomography study. Brain Research, 570, 134-143.
23. Halpern, D. (1997). Sex differences in intelligence: Implications for Education. American Psychologist, 52(10), 1091-1102.
24. Herrnstein, R. J., & Murray, C. (1994). The Bell Curve: Intelligence and Class Structure in American Life. New York: Free Press.
25. Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), 9-15.
26. Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fl uid intelligence with training on working memory. Proceedings of the National Academy of Sciences, 105(19), 6829-6833.
27. Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences, 108(25), 10081-10086.
28. Jensen, A. R. (1981). Raising the IQ: The Ramey and Haskins Study. Intelligence, 5, 29-40.
29. Kane, M. J., & Engle, R. W. (2002). The role of prefrontal cortex in working-memory capacity, executive attention, and general fl uid intelligence: An individual differences perspective. Psychonomic Bulletin and Review, 9, 637-671.
30. Klauer, K. J., & Phye, G. D. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85-123.
31. Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317-324.
32. Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrom, K., Westerberg, H. (2005). Computerized training of working memory in children with ADHD - A randomized, controlled trial. Journal of American Academic Child Adolescent Psychiatry, 44(2), 177-186.
33. Klingberg, T., Forssberg H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical Experimental Neuropsychology, 24(6), 781-791.
34. Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389-433.
35. Lubinski, D. (2004). Introduction to the Special Section on Cognitive Abilities: 100 Years After Spearmen's (1904) '"General Intelligence', Objectively Determined and Measured". Journal of Personality and Social Psychology, 86(1), 96-111.
36. Miller, E. K., & Cohen, J. D. (2001). An integrative theory of pre-frontal cortex function. Annual Review of Neuroscience, 24, 167-202.
37. Moody, D. E. (2009). Can intelligence be increased by training on a task of working memory? Intelligence, 37, 327-328.
38. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., ...Urbina, S. (1996). Intelligence: Knows and Unknowns. American Psychologist, 51(2), 77-101.
39. Nisbett, R. E. (2009). Intelligence and How To Get It: Why Schools and Cultures Count. New York: W. W. Norton & Company.
40. Nutley, S. B., Soderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after training non-verbal reasoning in 4-year-old children: A controlled, randomized study. Developmental Science, 14(3), 591-601.
41. Pasquali, L. (2005). Teste Não-Verbal de Raciocínio Infantil (TNVRI). Livro de Instruções. São Paulo, SP: Vetor.
42. Prins, P. J. M., Dovis, S., Ponsioen, A., Brink, E. T., & van der Oord, S. (2011). Does computerized working memory training with game elements enhance motivation and training efficacyin children with ADHD? Cyberpsychology, Behavior, and Social Networking, 14(3), 115-122.
43. Ramey, C. T., & Ramey, S. L. (1998). Early intervention and early experience. American Psychologist, 53(2), 109-120.
44. Shipstead, Z., Redick, T. S., & Engle, R. W. (2010). Does working memory training generalize? Psychologica Belgica, 50(34), 245-276.
45. Stein, L. M. (1994). TDE - Teste de Desempenho Escolar: Manual para aplicação e interpretação. São Paulo, SP: Casa do Psicólogo.
46. Strenze, T. (2007). Intelligence and socioeconomic success: A meta-analytic review of longitudinal research. Intelligence, 35, 401-426.
47. Thompson-Schill, S. L., Ramscar, M., & Chrysikou, E. G. (2009). Cognition without control: When a little frontal lobe goes a long way. Current Directions in Psychological Science, 18(5), 259-263.
48. Thorell, L. B., Lindqvist, S., Bergman, N. S., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106-113.
49. Wechsler, D. (2002). WISC-III: Escala de Inteligência Wechsler para Crianças: Manual (3. ed.). São Paulo, SP: Casa do Psicólogo.