The Logical Intelligence Enhancement Program (LIEP) for the improvement of cognitive abilities. Premilinary findings

Marta Pellegrini; Valeria Di Martino; Lucia Donata Nepi; Andrea Peru

doi:10.6092/issn.1970-2221/11604

Authors

Marta Pellegrini Università di Firenze https://orcid.org/0000-0002-9806-3231

Marta Pellegrini is a fixed-term researcher at the University of Florence, Italy. She received her PhD in 2018 from the Department of Education and Psychology. As part of her doctoral studies, she spent nine months working at Johns Hopkins University, where she conducted quantitative reviews of research under the direction of Dr. Robert Slavin. Her research interests include evidence-based education, effective teaching methods, and systematic reviews.
Valeria Di Martino Università di Catania https://orcid.org/0000-0002-9397-6226
Valeria Di Martino is a fixed-term researcher in Didactics and Special Education, at the Department of Educational Sciences, University of Catania. In 2017 she obtained her PhD in Psychological, Anthropological and Education Sciences at the University of Turin. Her research interests include: intervention strategies to promote school success; problem solving, logical reasoning and mathematical discussion; ICT and formative assessment in higher education.
Lucia Donata Nepi University of Florence

Lucia Donata Nepi has a degree in Humanities Studies and worked many years as a primary school teacher. At present she works as teacher supervisor at the School of Humanities and Education of the University of Firenze. Her research interests focus on inclusive education, in particular on the social participation of SEN students in regular schools.
Andrea Peru http://orcid.org/0000-0002-8032-0551

Andrea Peru has a degree in Medicine, and a diploma in Neurology from the University of Parma, and a PhD in Neurosciences from the University of Verona. At present, is an associate professor at the University of Firenze. His research interests range from clinical and experimental neuropsychology to special needs education and inclusive education.

DOI:

https://doi.org/10.6092/issn.1970-2221/11604

Keywords:

cognitive enhancement, logical reasoning, cognitive abilities, cognitive training

Abstract

The Logical Intelligence Enhancement Program (LIEP) is a program specifically addressed to students aging from 6 to 12. It consists of a series of exercises of different types (verbal inferences, understanding of graphs and tables, series of digits, etc.) and increasing difficulty, properly devised to activate and train the abilities of logical reasoning. Hopefully, such an enhancement should result in an improvement of academic achievements, especially in low proficiency learner students. Here we report on a study carried out on a large cohort of fifth-grade students. The results demonstrate the effectiveness of LIEP in improving students’ cognitive abilities and abstract reasoning.

References

Adey, P. (1999). The Science of Thinking, and Science for Thinking: A Description of Cognitive Acceleration through Science Education (CASE). Innodata Monographs 2.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez‐Torres, G. J. (2017). The Tools of the Mind curriculum for improving self‐regulation in early childhood: A systematic review. Campbell Systematic Reviews, 13(1), 1–77.

Bodrova, E., & Leong, D. J. (2001). Tools of the Mind: The Vygotskian approach to early childhood education. Upper Saddle River: Merrill/Prentice Hall.

Bostrom, N., & Sandberg, A. (2009). Cognitive enhancement: Methods, ethics, regulatory challenges. Science and Engineering Ethics, 15(3), 311–341.

Calvani, A., Peru, A., & Zanaboni, B. (2019). Potenziamento logico (6-12 anni). Firenze: SApIE.

Calvani, A., & Zanaboni, B. (2018). Tavole logico-visive (3-12 anni). Firenze: SApIE.

Christou, C., & Papageorgiou, E. (2007). A framework of mathematics inductive reasoning. Learning and Instruction, 17(1), 55–66.

Coggi, C., & Ricchiardi, P. (2015). Efficacy in interventions encouraging scholastic success: Overview of research studies. In C. Coggi (Ed.). Enhancing School Success. The Fenix Programme (pp. 31-49). Lecce: Pensa Multimedia.

Dewey, J., & Bento, J. (2009). Activating children’s thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools. British Journal of Educational Psychology, 79(2), 329–351.

Di Martino, V., & Pellegrini, M. (2019). Logical Intelligence Enhancement Test: A measure for the evaluation of logical skills in primary school. Italian Journal of Educational Research, XII, 122–141.

Diamond, A. (2013). Executive Function. Annual Review of Psychology, 64, 135–168.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964.

Dominowski, R. L. (1998). Verbalization and problem solving. Metacognition in educational theory and practice. In J. D. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 25-45). Mahwah, NJ: Lawrence Erlbaum Associates.

Feuerstein, R., Feuerstein, R. S., Falik, L., & Rand, Y. (2006). Creating and enhancing cognitive modifiability: The Feuerstein Instrumental Enrichment Program. ICELP Publications.

Feuerstein, R., Rand, Y., Hoffman, M. B., & Miller, R. (1980). Instrumental Enrichment. An intervention for cognitive modifiability. Baltimore, MD: University Park Press.

Goulding, M. (2002). Cognitive acceleration in mathematics education: Teachers’ views. Evaluation & Research in Education, 16(2), 104–119.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Haywood, H. C., & Brooks, P. H. (2013). Bright start: A cognitive curriculum for young children. Clinical Psychology & Special Education, 3, 1–37.

Higgins, S., Hall, E., Baumfield, V., & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

INVALSI. Prova di matematica. Scuola Primaria. Classe quinta 2018/19. https://invalsi-areaprove.cineca.it/docs/2019/05_Matematica_Fasc_1.pdf (ver. 16.09.2020).

Johnson-Laird, P. N. (1999). Deductive reasoning. Annual Review of Psychology, 50(1), 109–135.

Johnson-Laird, P. N., Byrne, R. M., & Schaeken, W. (1992). Propositional reasoning by model. Psychological Review, 99(3), 418.

Klauer, K. J., & Phye, G. D. (2008). Inductive reasoning: A training approach. Review of Educational Research, 78(1), 85–123.

Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of educational research, 66(4), 423–458.

McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils’ thinking. London: Department for Education and Employment.

Namaziandost, E., Esfahani, F. R., & Ahmadi, S. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1), 1615740.

Oliver, M., & Venville, G. (2015). Cognitive acceleration through science education. In L. Wegerif & J. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 378-387). Routledge.

Pellegrini, M., Nepi, L., & Peru, A. (2018). Effects of logical verbal training on abstract reasoning: evidence from a pilot study. Educational Cultural and Psychological Studies (ECPS) Journal, 18, 449–458.

Raven, J. C. (1938). Raven’s progressive matrices. Los Angeles: Western Psychological Services.

Seleznyov, S., Adhami, M., Black, A., Hodgen, J., & Twiss, S. (2021). Cognitive acceleration in mathematics education: Further evidence of impact. Education 3(13), 1–13.

Shayer, M. (1999). Cognitive acceleration through science education II: Its effects and scope. International Journal of Science Education, 21(8), 883–902.

Shiell, J. L. (2002). A meta-analysis of Feuerstein’s Instrumental Enrichment (Doctoral dissertation, University of British Columbia).

Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

WMA – World Medical Association (2013). WMA declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. doi: 10.1001/jama.2013.281053.

The Logical Intelligence Enhancement Program (LIEP) for the improvement of cognitive abilities. Premilinary findings

Authors

DOI:

Keywords:

Abstract

References

Downloads

Published

How to Cite

Issue

Section

License

Language

Make a Submission

Keywords

Current Issue