Gamino Jacquelyn F, Frost Courtney, Riddle Russell, Koslovsky Janet, Chapman Sandra B
The University of Texas at Dallas, Center for BrainHealth, Richardson, TX, United States.
Front Psychol. 2022 May 3;13:867264. doi: 10.3389/fpsyg.2022.867264. eCollection 2022.
The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer students' improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.
青少年大脑发育时期是训练复杂思维技能的理想时机，而中学提供了一个训练和培养这种能力的理想环境。不幸的是，很少有教师具备足够的学习科学知识和循证方法，以确保所有学生都有充分的机会充分发展他们的认知能力。我们使用基于证据的高阶执行功能训练计划，培训在职教师为学生提供认知训练。这项研究的结果证明了教师实施干预措施对于即时提高高级执行功能能力（如主旨推理和解释性陈述生成）的有效性。更重要的是，我们发现有证据表明，与未经训练的同龄人相比，接受训练的学生在所有标准化考试内容领域（阅读、数学、科学和社会研究）的学业成绩都有了显著提高。我们的研究结果支持了提供强化专业发展的重要性，这能让教育工作者更好地理解大脑、我们的学习方式，以及循证计划对于提升和向所有学生灌输高级执行功能的重要性。
