Cognitive Intervention Can Improve Math Abilities, But Math Intervention May Not Significantly Improve Cognition A Pilot Study
Publish place: The third international conference and the fourth national conference on new findings in management, psychology and accounting
Publish Year: 1402
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
INCMET04_023
تاریخ نمایه سازی: 24 مهر 1402
Abstract:
This pilot study investigates the effects of cognitive and mathematicalinterventions on math abilities and cognitive functioning. Over a ۱۶-weekperiod, ۱۰ participants underwent cognitive and mathematical trainingsessions. Pre-test and post-test assessments were conducted to measurechanges in math processing, attention, and working memory. Resultsindicate that cognitive intervention led to a significant improvement inmath processing, as evidenced by an increase in correct responses, totaltrials, and a decrease in too slow responses (p < ۰.۰۵). However, attentionand working memory did not exhibit significant improvements followingmathematical intervention (p > ۰.۰۵). The findings suggest that cognitivetraining can enhance math processing skills but the mathematicalintervention did not significantly affect cognitive functioning. Theseresults highlight the complex relationship between targeted interventionsand cognitive outcomes and emphasize the importance of interventiondesign. Further research with larger samples and varied interventiondesigns is needed to comprehensively explore these relationships.
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Authors
Seyed Mohammad Saeid Sahaf
Psychology Department, Isfahan University, Isfahan, Iran
Sara Mahdavi
Psychology Department, Azad University, Gonabad, Iran