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Effects of Higher-Order Cognitive Strategy Training on Gist Reasoning and Fact-Learning in Adolescents

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Frontiers in Psychology

Jacquelyn F. Gamino, Sandra B. Chapman, Elizabeth L. Hull and G. Reid Lyon

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Overview

We found that the students who had cognitive strategy instruction that entailed abstraction of meaning significantly improved their gist-reasoning and fact-learning ability. The students who learned rote memory strategies significantly improved their fact learning scores from a text but not gist-reasoning ability. The control group showed no significant change in either gist-reasoning or fact learning ability. A trend toward significant improvement in overall reading scores for the group that learned to abstract meaning as well as a significant correlation between gist-reasoning ability and the critical thinking on a state-mandated standardized reading test was also found. There were no significant differences between English and Spanish performance of gist-reasoning and fact learning. Our findings suggest that teaching higher-order cognitive strategies facilitates gist-reasoning ability and student learning.

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AUTHOR SPOTLIGHT
Jacque Gamino in front of green lights, vertical. Director of Adolescent Reasoning Initiative, Assistant Research Professor

Jacquelyn Gamino, PhD

Director of Adolescent Reasoning Initiative Assistant Research Professor

Sandi Chapman with blue jacket and green/blue lights, horizontal. Founder and Chief Director, Center for BrainHealth, Co-Leader, The BrainHealth Project Dee Wyly Distinguished Professor

Sandra Bond Chapman, PhD

Chief Director Dee Wyly Distinguished Professor, School of Behavioral and Brain Sciences Co-Leader, The BrainHealth Project

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