Cognitive Intervention Can Improve Math Abilities, But Math Intervention May Not Significantly Improve Cognition A Pilot Study

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.

Keywords:

cognitino , mathematical intervention , attention , working memory