Higher-Order Executive Function in Middle School: Training Teachers to Enhance Cognition in Young Adolescents

Abstract

The epoch of adolescent brain development is an ideal time to train complex thinking skills, and middle schools provide an ideal environment to train and foster this acquisition. Unfortunately, few teachers are equipped with enough knowledge of the science of learning and evidence-based methodology, to ensure all students are given sufficient opportunity to develop their cognitive capacity to the fullest. Using our evidenced-based higher-order executive function training program, we trained current teachers to provide cognitive training to their students. The results of this study demonstrate the efficacy of teacher-implemented intervention for immediate improvement in high-level executive function capacities such as gist-reasoning and interpretive statement production. More importantly, we found evidence of far transfer via students’ improved academic performance in all standardized test content areas (Reading, Mathematics, Science, and Social Studies) when compared to their untrained peers. Our findings support the importance of providing intensive professional development that afford educators with a greater understanding of the brain, how we learn, and the importance of evidence-based programs to advance and instill high-level executive function in all students.

To risk or not: The impact of socioeconomic status on preschoolers’ risky decision‐making for gains and losses

“…One interpretation of the framing effect relates to the use of intuitive thinking. Our finding that higher‐SES children demonstrated a stronger framing effect is not consistent with the standard dual‐process theory, which considers intuitive thinking as a precursor to errors or as less sophisticated (Guo et al., 2017; Rahimi‐Golkhandan et al., 2017); instead, it better fits the FTT, which proposes that the framing effect links to gist‐based reasoning, a more developmentally advanced cognitive functioning (Blalock & Reyna, 2016; Reyna & Farley, 2006) that tends to be less prevalent in lower‐SES individuals (Ajayi et al., 2021; Gamino et al., 2022). Future research could investigate this possibility by testing how children's verbatim versus gist processing varies with SES backgrounds, and how it is related to decision‐making development.…”

“…Specifically, simple qualitative representations of decisions, such as “gain some money for sure vs. maybe gain some money or maybe gain nothing” drive these framing effects (for a recent review, see Reyna et al., 2023). Gist‐based reasoning, which is linked to more developmentally advanced cognitive functioning and improved judgment (Blalock & Reyna, 2016; Reyna & Farley, 2006), tends to be less prevalent in lower‐SES individuals (Ajayi et al., 2021; Gamino et al., 2022), likely due to the limited cognitive stimulation and heightened stress in their environments (Blalock & Reyna, 2016; Reyna & Farley, 2006). Therefore, FTT predicts that individuals from higher‐SES backgrounds, who are prone to employ gist‐based reasoning, would demonstrate a stronger framing effect.…”

Assessment of future primary school teachers' development of creative competence: A case study

“…The term "creativity" was first introduced by Guilford (1950). The creativity of the teacher is considered in the works of Gamino, Frost, Riddle, Koslovsky, and Chapman (2022) as a certain system of expression of his individual, professional and personal qualities as a result of which he reproduces himself in his essence as a person and a professional. Agreeing with the opinions of researchers, we believe that educational activity contains both aspects and is a creative activity because by acting on their inclinations, independently solving their problems and creating and transforming the conditions of their existence, the teacher simultaneously transforms himself and his activity.…”

Mathematics in South Africa’s Intermediate Phase: Music integration for enhanced learning

“…The Intermediate Phase of education is a pivotal moment in learners' mathematical development (Wang & Goldschmidt 2003) as it lays the foundation for future mathematical understanding, problem-solving skills and academic success. Learners in this phase undergo significant cognitive development, including the capacity for abstract thinking (Gamino et al 2022). During this phase, learners are actively forming perceptions about their mathematical abilities and interests, influencing their subsequent approach to mathematics in higher grades.…”