{"title":"认知干预计划对学龄前儿童智力分数的影响","authors":"Hatice Kübra Koçak","doi":"10.1007/s10339-024-01224-x","DOIUrl":null,"url":null,"abstract":"<p>Dynamic assessment is an approach that aims to improve student performance through interventions. One of the important application areas of dynamic assessment is the assessment of intelligence. Within the scope of the study, after a Cognitive intervention program (CIP) was developed, its effects on intelligence scores were examined with a quasi-experimental research method. The CIP was prepared by adopting a dynamic assessment approach to improve the performance of students with expert support. This improvement would be provided by the clues and feedback given during the intervention within the scope of the CIP. The sample of the study included 173 students in the 5–6 age group (83 experimental group, 90 control group). The CIP developed by the researcher consisted of 54 worksheets and was applied to the experimental group for 9 weeks. The implementation of the worksheets was supervised by classroom teachers. The digital application of the Anadolu-Sak Intelligence Scale (d-ASIS) and Raven’s colored progressive matrices (RCPM) were applied to both the experimental and control groups as pretests and posttests. The increases in the intelligence scores of the experimental and control groups were analyzed by MANOVA. The analysis showed that the intelligence levels of the experimental group increased significantly more than the control group in terms of both d-ASIS and RCPM total gain scores (posttest to pretest). This result indicated that the CIP, which was developed by adopting a dynamic assessment approach, supported cognitive development.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":"109 1","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effect of cognitive intervention program on intelligence scores in preschool\",\"authors\":\"Hatice Kübra Koçak\",\"doi\":\"10.1007/s10339-024-01224-x\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Dynamic assessment is an approach that aims to improve student performance through interventions. One of the important application areas of dynamic assessment is the assessment of intelligence. Within the scope of the study, after a Cognitive intervention program (CIP) was developed, its effects on intelligence scores were examined with a quasi-experimental research method. The CIP was prepared by adopting a dynamic assessment approach to improve the performance of students with expert support. This improvement would be provided by the clues and feedback given during the intervention within the scope of the CIP. The sample of the study included 173 students in the 5–6 age group (83 experimental group, 90 control group). The CIP developed by the researcher consisted of 54 worksheets and was applied to the experimental group for 9 weeks. The implementation of the worksheets was supervised by classroom teachers. The digital application of the Anadolu-Sak Intelligence Scale (d-ASIS) and Raven’s colored progressive matrices (RCPM) were applied to both the experimental and control groups as pretests and posttests. The increases in the intelligence scores of the experimental and control groups were analyzed by MANOVA. The analysis showed that the intelligence levels of the experimental group increased significantly more than the control group in terms of both d-ASIS and RCPM total gain scores (posttest to pretest). This result indicated that the CIP, which was developed by adopting a dynamic assessment approach, supported cognitive development.</p>\",\"PeriodicalId\":47638,\"journal\":{\"name\":\"Cognitive Processing\",\"volume\":\"109 1\",\"pages\":\"\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-09-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Processing\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10339-024-01224-x\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Processing","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10339-024-01224-x","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
The effect of cognitive intervention program on intelligence scores in preschool
Dynamic assessment is an approach that aims to improve student performance through interventions. One of the important application areas of dynamic assessment is the assessment of intelligence. Within the scope of the study, after a Cognitive intervention program (CIP) was developed, its effects on intelligence scores were examined with a quasi-experimental research method. The CIP was prepared by adopting a dynamic assessment approach to improve the performance of students with expert support. This improvement would be provided by the clues and feedback given during the intervention within the scope of the CIP. The sample of the study included 173 students in the 5–6 age group (83 experimental group, 90 control group). The CIP developed by the researcher consisted of 54 worksheets and was applied to the experimental group for 9 weeks. The implementation of the worksheets was supervised by classroom teachers. The digital application of the Anadolu-Sak Intelligence Scale (d-ASIS) and Raven’s colored progressive matrices (RCPM) were applied to both the experimental and control groups as pretests and posttests. The increases in the intelligence scores of the experimental and control groups were analyzed by MANOVA. The analysis showed that the intelligence levels of the experimental group increased significantly more than the control group in terms of both d-ASIS and RCPM total gain scores (posttest to pretest). This result indicated that the CIP, which was developed by adopting a dynamic assessment approach, supported cognitive development.
期刊介绍:
Cognitive Processing - International Quarterly of Cognitive Science is a peer-reviewed international journal that publishes innovative contributions in the multidisciplinary field of cognitive science. Its main purpose is to stimulate research and scientific interaction through communication between specialists in different fields on topics of common interest and to promote an interdisciplinary understanding of the diverse topics in contemporary cognitive science. Cognitive Processing is articulated in the following sections:Cognitive DevelopmentCognitive Models of Risk and Decision MakingCognitive NeuroscienceCognitive PsychologyComputational Cognitive SciencesPhilosophy of MindNeuroimaging and Electrophysiological MethodsPsycholinguistics and Computational linguisticsQuantitative Psychology and Formal Theories in Cognitive ScienceSocial Cognition and Cognitive Science of Culture