儿童在基于计算机的训练后的智力和学业表现的变化：初步结果。
Changes in intellectual and academic performance of children following computer-based training: Preliminary results.
机构信息
Department of Clinical Psychology, Amrita Institute of Medical Sciences, Kochi, Kerala, India.
出版信息
Indian J Psychiatry. 2011 Jul;53(3):249-52. doi: 10.4103/0019-5545.86818.
BACKGROUND
The aim of this pilot study was to assess the effectiveness of a computer-based intervention on children who were average in academic performance.
MATERIALS AND METHODS
Twenty-one children aged between 8 and 11 years, in classes 3(rd), 4(th) or 5(th) formed the sample with 12 in the experimental (who underwent the computer-based training) and 9 in the control group (who did not undergo the training). Pre- and post-assessment was done for all children using a battery of intelligence tests, and the marks obtained by the child at school. The difference in performance of the two groups was compared using the t test.
RESULT
There was significant improvement within the performance of the experimental group in cognitive functioning (P<0.05) and school marks (P<0.05), as compared with the children in the control group. The limitations of the study include the small sample size, non-random allocation to groups and the (pre and post) assessments being carried out by the researcher. However, the trend of results is promising.
CONCLUSION
Thus, a brief computer-aided intervention for improving neuropsychological functions such as attention and working memory has had a positive impact on the cognitive and academic skills of children who were average in scholastic performance.
背景
本研究旨在评估一项基于计算机的干预措施对学业成绩中等的儿童的有效性。
材料与方法
该研究的样本由 21 名年龄在 8 至 11 岁之间的儿童组成，他们分别来自 3、4 或 5 年级，其中 12 名儿童接受了基于计算机的训练（实验组），9 名儿童未接受训练（对照组）。对所有儿童进行了一系列智力测试和学校成绩的预评估和后评估。采用 t 检验比较两组儿童的表现差异。
结果
与对照组相比，实验组儿童的认知功能（P<0.05）和学校成绩（P<0.05）有显著提高。本研究的局限性包括样本量小、分组非随机以及由研究者进行（预和后）评估。然而，研究结果的趋势是有希望的。
结论
因此，一项简短的计算机辅助干预措施，用于改善注意力和工作记忆等神经心理功能，对学业成绩中等的儿童的认知和学术技能产生了积极影响。
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