The Role of Chess in the Intellectual Development of Childrens from Primary School

2019 ◽  
pp. 58-62
Author(s):  
Vlad Stegariu ◽  
Simona Andreea Popușoi ◽  
Beatrice Abălașei ◽  
Nicolae Lucian Voinea ◽  
Ioan Stelescu ◽  
...  
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Intellectual Development ◽  
Resources Allocation ◽  
Control Group ◽  
Cognitive Resources ◽  
One Year ◽  
Better Than ◽  
Chess Playing

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.

scholarly journals Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects, one-year follow-up: a cluster-randomised trial

2019 ◽  
Author(s):  
Allen Nsangi ◽  
Daniel Semakula ◽  
Andrew David Oxman ◽  
Astrid Austvoll- Dalghren ◽  
Matt Oxman ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Randomised Trial ◽  
Multiple Choice ◽  
Cluster Randomised Trial ◽  
Control Group ◽  
Cluster Randomised ◽  
Health Choices ◽  
The Mean ◽  
One Year

Abstract Introduction We evaluated an intervention designed to teach 10 to 12-year-old primary school children to assess claims about the effects of treatments (any action intended to maintain or improve health). We report here on outcomes measured one year after the intervention. Methods In this cluster-randomised trial, we included primary schools in the central region of Uganda that taught year-five children (aged 10 to 12 years). We randomly allocated a representative sample of eligible schools to either an intervention or control group. Intervention schools received the Informed Health Choices primary school resources (textbooks, exercise books, and a teachers’ guide). The primary outcome, measured at the end of the school term and again after one year, was the mean score on a test with two multiple-choice questions for each of the 12 concepts and the proportion of children with passing scores. Results We assessed 2960 schools for eligibility; 2029 were eligible, and a random sample of 170 were invited to recruitment meetings. After recruitment meetings, 120 eligible schools consented and were randomly assigned to either the intervention group (n=60, 76 teachers and 6383 children) or control group (n=60, 67 teachers and 4430 children). After one year, the mean score in the multiple-choice test for the intervention schools was 68.7% compared to 53.0% for the control schools (adjusted mean difference 16.7%, 95% CI 13.9 to 19.5; p<0·00001). In the intervention schools, 3160 (80.1%) of 3943 children that completed the test after one year achieved a predetermined passing score (≥13 of 24 correct answers) compared with 1464 (51.5%) of 2844 children in the control schools (adjusted difference 39.5%, 95% CI 29.9 to 47.5). Conclusion Use of the learning-resources led to a large improvement in the ability of children to assess claims, which was sustained for at least one year.

Two psychological treatments for hypochondriasis

1998 ◽  
Vol 173 (3) ◽  
pp. 218-225 ◽  
Author(s):  
David M. Clark ◽  
Paul M. Salkovskis ◽  
Ann Hackmann ◽  
Adrian Wells ◽  
Melanie Fennell ◽  
...  
Keyword(s):  
Stress Management ◽  
Cognitive Therapy ◽  
Specific Treatment ◽  
Post Treatment ◽  
Waiting List ◽  
Control Group ◽  
One Year ◽  
Almost All ◽  
Better Than

BackgroundHypochondriasis is generally considered difficult to manage. This study aimed to assess the effectiveness of cognitive therapy and to compare it with an equally credible, alternative treatment.MethodForty-eight patients with hypochondriasis were initially randomly assigned to either cognitive therapy, behavioural stress management or a no treatment waiting list control group. At the end of the waiting period, patients in the control group were randomly assigned to one of the two treatments. Assessments were at pre-, mid- and post-treatment or waiting list and at three-, six- and 12-month post-treatment follow-up.ResultsComparisons with the waiting list group showed both treatments were effective. Comparisons between the treatments showed that cognitive therapy was more effective than behavioural stress management on measures of hypochondriasis, but not general mood disturbance at mid-treatment and at post-treatment. One year after treatment patients who had received either treatment remained significantly better than before treatment, and on almost all measures the two therapies did not differ from each other.ConclusionsCognitive therapy is a specific treatment for hypochondriasis. Behavioural stress management is also effective but its specificity remains to be demonstrated.

scholarly journals Effect of HSV-2 Suppressive Therapy on Genital Tract HIV-1 RNA Shedding among Women on HAART: A Pilot Randomized Controlled Trial

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
A. E. Nijhawan ◽  
A. K. DeLong ◽  
S. Chapman ◽  
A. Rana ◽  
J. Kurpewski ◽  
...  
Keyword(s):  
Highly Active Antiretroviral Therapy ◽  
Genital Tract ◽  
Controlled Trial ◽  
Sexual Transmission ◽  
Suppressive Therapy ◽  
Control Group ◽  
Highly Active ◽  
One Year ◽  
Hiv 1

Background. The role of suppressive HSV therapy in women coinfected with HSV-2 and HIV-1 taking highly active antiretroviral therapy (HAART) is unclear.Methods. 60 women with HIV-1/HSV-2 coinfection on HAART with plasma HIV-1 viral load (PVL) ≤75 copies/mL were randomized to receive acyclovir (N=30) or no acyclovir (N=30). PVL, genital tract (GT) HIV-1, and GT HSV were measured every 4 weeks for one year.Results. Detection of GT HIV-1 was not significantly different in the two arms (OR 1.23,P=0.67), although this pilot study was underpowered to detect this difference. When PVL was undetectable, the odds of detecting GT HIV were 0.4 times smaller in the acyclovir arm than in the control arm, though this was not statistically significant (P=0.07). The odds of detecting GT HSV DNA in women receiving acyclovir were significantly lower than in women in the control group, OR 0.38,P<0.05.Conclusions. Chronic suppressive therapy with acyclovir in HIV-1/HSV-2-positive women on HAART significantly reduces asymptomatic GT HSV shedding, though not GT HIV shedding or PVL. PVL was strongly associated with GT HIV shedding, reinforcing the importance of HAART in decreasing HIV sexual transmission.

scholarly journals SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING

2017 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Heris Hendriana
Keyword(s):  
High School ◽  
High School Teachers ◽  
Senior High School ◽  
Control Group ◽  
School Teachers ◽  
Metaphorical Thinking ◽  
Learning Factors ◽  
And Control ◽  
Better Than

This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning ability of the teachers who received metaphorical thinking learning is better than those who received conventional learning; (2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers’ mathematical questioning ability. In addition, there is an interaction effect between the learning and KAM in developing teachers’ mathematical questioning ability; (3) teachers’ mathematical questioning ability has not been achieved optimally on the indicators submitting problems in the form of non-routine questions and open-ended questions.

scholarly journals Research on the Effectiveness of Educational Internship——A Case Study on Primary Education Major

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Sa Li
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Practice ◽  
Control Group ◽  
Significant Difference ◽  
Teaching Ability ◽  
And Control ◽  
Experimental Group

Objective: The purpose of this study is to investigate the changes of teaching ability of pre-service teachers during their internship. Methods: The pre-service teachers were divided into experimental group and control group, and the video of each class was recorded, encoded and scored by experts from primary schools, and SPSS was used to analyze the data. Results: The teaching ability of the pre-service teachers in the primary school Chinese subject had a significant improvement in the six weeks of teaching practice. The teaching ability of the pre-service teachers in the primary school mathematics discipline had no significant improvement in the six weeks of teaching practice; there is no significant difference in the teaching ability of pre-service teachers who have experienced six classroom lectures and 18 classroom lectures. Conclusion: Educational universities should attach importance to the role of educational internship in promoting the development of pre-service teachers' teaching ability and increase the internship time. Instructors should pay attention to the cultivation of pre-service teachers' teaching reflection ability and give feedback and guidance in time.

scholarly journals Effects of the Informed Health Choices primary school intervention on the ability of children in Uganda to assess the reliability of claims about treatment effects, one-year follow-up: a cluster-randomised trial

2019 ◽  
Author(s):  
Allen Nsangi ◽  
Daniel Semakula ◽  
Andrew David Oxman ◽  
Astrid Austvoll- Dalghren ◽  
Matt Oxman ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Randomised Trial ◽  
Multiple Choice ◽  
Cluster Randomised Trial ◽  
Control Group ◽  
Cluster Randomised ◽  
Health Choices ◽  
The Mean ◽  
One Year

Abstract Introduction We evaluated an intervention designed to teach 10 to 12-year-old primary school children to assess claims about the effects of treatments (any action intended to maintain or improve health). We report here on outcomes measured one year after the intervention. Methods In this cluster-randomised trial, we included primary schools in the central region of Uganda that taught year-five children (aged 10 to 12 years). We randomly allocated a representative sample of eligible schools to either an intervention or control group. Intervention schools received the Informed Health Choices primary school resources (textbooks, exercise books, and a teachers’ guide). The primary outcome, measured at the end of the school term and again after one year, was the mean score on a test with two multiple-choice questions for each of the 12 concepts and the proportion of children with passing scores. Results We assessed 2960 schools for eligibility; 2029 were eligible, and a random sample of 170 were invited to recruitment meetings. After recruitment meetings, 120 eligible schools consented and were randomly assigned to either the intervention group (n=60, 76 teachers and 6383 children) or control group (n=60, 67 teachers and 4430 children). After one year, the mean score in the multiple-choice test for the intervention schools was 68.7% compared to 53.0% for the control schools (adjusted mean difference 16.7%, 95% CI 13.9 to 19.5; p<0·00001). In the intervention schools, 3160 (80.1%) of 3943 children that completed the test after one year achieved a predetermined passing score (≥13 of 24 correct answers) compared with 1464 (51.5%) of 2844 children in the control schools (adjusted difference 39.5%, 95% CI 29.9 to 47.5). Conclusion Use of the learning-resources led to a large improvement in the ability of children to assess claims, which was sustained for at least one year.

scholarly journals EDUCATIONAL AND COGNITIVE VALUE OF LEZGIN FOLK RIDDLES

2020 ◽  
pp. 57-60
Author(s):  
Aida Ruslanovna Gasharova
Keyword(s):  
Primary School ◽  
Distinctive Feature ◽  
Intellectual Development ◽  
Educational Process ◽  
Emotional Impact ◽  
School Age ◽  
Cognitive Value ◽  
Learning Function ◽  
Primary School Age

The article considers the role of Lezgin folk riddles in the educational process. A distinctive feature of riddles as a folklore genre is the exceptional power of emotional impact on the listener. Initially, they developed and were popular among adults, but gradually moved into the category of genres of children's folklore. Their educational and cognitive value lies in the intellectual development and learning function of children of preschool and primary school age. In this regard the study of riddles has a scientific and practical-pedagogical value.

Case-control study of the low intensive autism-specific early behavioral intervention A-FFIP: Outcome after one year

2020 ◽  
Vol 48 (2) ◽  
pp. 103-112 ◽  
Author(s):  
Janina Kitzerow ◽  
Karoline Teufel ◽  
Katrin Jensen ◽  
Christian Wilker ◽  
Christine M. Freitag
Keyword(s):  
Early Intervention ◽  
Cognitive Development ◽  
Case Control Study ◽  
Autism Spectrum ◽  
Case Control ◽  
Control Group ◽  
Children With Asd ◽  
Autistic Symptoms ◽  
One Year ◽  
Control Study

Abstract. Abstracts: Objective: In current international research, early intervention in children with autism-spectrum disorder (ASD) focuses on naturalistic developmental behavioral interventions (NDBI). The manualized Frankfurt Early Intervention Program for preschool-aged children with ASD (A-FFIP) implements NDBI principles within a low-intensity approach of 2 h intervention/week. The present case-control study established effect sizes of change in autistic symptoms, comorbid behavioral problems as well as IQ after one year. Methodology: An intervention group (N = 20; age: 3.4–7.9 years) and a treatment-as-usual control group (N = 20; age: 3.2–7.3 years) of children with ASD were matched for developmental and chronological age. The outcome measures used were the ADOS severity score, the Child Behavior Checklist, and cognitive development. Results: After one year, the A-FFIP group showed a trend towards greater improvement in autistic symptoms (η2 = .087 [95 %-CI: .000–.159]) and significantly greater improvements in cognitive development (η2 = .206 [CI: .012–.252]) and global psychopathology (η2 = .144 [CI: .001–.205]) compared to the control group. Conclusion: The efficacy of A-FFIP should be established in a larger, sufficiently powered, randomized controlled study.

Mastering the “Distribution of Fruits and Seeds” Theme (Lesson on the “World Around Us” Discipline at the Third Grade of Primary School)

2015 ◽  
Vol 3 (4) ◽  
pp. 37-40
Author(s):  
Ткаченко ◽  
I. Tkachenko
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Third Graders ◽  
Third Grade ◽  
Active Teaching ◽  
The Third ◽  
The World ◽  
Teaching Technique ◽  
The Way

The paper presents the way to give third-graders a lesson for mastering the theme of “Fruits and Seeds of Plants” within the “Nature Kingdom” Section of the “World Around Us” learning Course. The teacher is to involve active teaching technique by means of inviting students to play the role of explorers. Embracing the active cognitive stance helps to boost intellectual development, that is, to master the skills of analysis, comparison and generalization.

The long-term effect of explicit instruction on learners’ knowledge on English articles

2017 ◽  
Vol 23 (2) ◽  
pp. 179-199 ◽  
Author(s):  
Mari Umeda ◽  
Neal Snape ◽  
Noriaki Yusa ◽  
John Wiltshier
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
Instruction Group ◽  
Long Term Effect ◽  
One Year ◽  
English Articles ◽  
Generic Sentences

This study examines the role of explicit instruction in article semantics to L2 learners of English. Two types of generic sentences, expressed by different articles, were tested over time. An instruction group ( n = 21), a control group ( n = 16) and a native English speaker control group ( n = 9) participated in the study. The instruction group received nine 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and four post-tests were given to both groups. The results from delayed post-tests show that the instruction group improved, but after one year little knowledge was retained. The findings suggest that explicit knowledge of articles is unlikely to be retained unless ongoing instruction is achieved.

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