A Pilot Study of Classroom-Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance
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Mackeyetal_MBE_2017Gabrieli.pdf
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632.02 KB
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Author(s)
Mackey, Allyson P.
Park, Anne T.
Robinson, Sydney T.
Gabrieli, John D. E.
Date Issued
May 2017
Journal
Mind, Brain, and Education
Publisher
Wiley Blackwell
Citation
Mackey, Allyson P. et al. “A Pilot Study of Classroom-Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance.” Mind, Brain, and Education 11, 2 (April 2017): 85–95 © 2017 International Mind, Brain, and Education Society and Wiley Periodicals, Inc
Version
Author's final manuscript
Abstract
Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth-grade students at an experimental charter school were randomly assigned to receive cognitive skill instruction (CSI) or instruction in geography and typing. Students in the CSI group improved significantly more than the control group on a composite measure of cognitive skills. CSI was more effective for students with lower standardized test scores. Although there was no group effect on test scores, cognitive improvement correlated positively with test score improvement only in the CSI group. Beyond showing that cognitive skills can be improved in the classroom, this study provides lessons for the future of CSI, including changes to professional development and challenges for scalability.
MIT Department
Massachusetts Institute of Technology. Department of Brain and Cognitive Sciences
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
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DOI of Published Version
https://doi.org/10.1111/mbe.12138
