Principles for Successful Cognitive Interventions

Abstract

This essay is a distillations of decades of efforts at cognitive intervention by many educators. Three likely outcomes for cognitive interventions are described. Recommendations for when interventions scan most effectively be conducted, and what children are most likely to respond most favorably are also advanced. Finally, the general nature of the subject matter of successful cognitive interventions, and parameters that are most likely to produce good internalization and application of whatever is conveyed by the intervention are also described.

Evaluating in the Real-World Educational Intervention to Improve Interference Control in Children with Autism Spectrum Disorder

“…Each one of the 7 interference control tasks included 8 activities with increasing difficulty. The difficulty level was determined according to the following issues [ 57 , 58 , 59 , 60 , 61 , 62 ]: (i) Number of stimuli and presentation time: Simple activities (S) = 10 stimuli were presented for 4 s; and Complex activities (C) = 20 stimuli were presented for 2 s [ 57 , 58 ]; (ii) Graduated indications provided by the adult to present the activity before the beginning of the child’s behavior: 1 = The adult offered modeling and asked the child to imitate her; 2 = The adult offered visual support; 3 = The adult offered auditive support; 4 = The adult did not provide any support [ 59 , 60 , 61 ]. Therefore, considering both criteria (i) Number of stimuli and presentation time with their two levels and (ii) Graduated indication provided by the adult with their four types-, the difficulty of the 8 activities ranged from less to more difficulty: S1, S2, S3, S4, C1, C2, C3, C4.…”

“…Their difficulty level was C2, C3, C4. (Only complex activities were elaborated in the post intervention task because it is expected that, if a child is trained to master certain cognitive skills, those will allow him/her to develop higher level abilities [ 62 ].) This organizational structure of the tasks and activities can be consulted in Figure S1 .…”

The power of STEAM activities in enhancing the level of metacognitive awareness of mathematics among students at the primary stage

“…Some specific uses for these cognitive processes include learning new things and making correct decisions. Its content improves cognitive abilities rather than academic abilities, such as reading, written language, or mathematics, (Pasnak, 2019). Furthermore, research in cognitive areas has expanded by referring to a wide range of concepts.…”