{"id":{"repo_id":"reykjavik","oai_identifier":"oai:skemman.is:1946/16687"},"canonical_url":"https://search.dev.ndltd.org/etd/reykjavik/oai:skemman.is:1946/16687","repository":{"repo_id":"reykjavik","name":"Reykjavík University","base_url":"https://skemman.is/oai/request"},"display":{"title":"Effects of programming in relation to working memory span on cognitive ability","abstract":"This study compared the effects of programming and innovation on cognitive abilities and whether the effects varied with working memory span (high vs. low). Sixty-seven children in 5th grade in one elementary school in Iceland were randomly assigned to two groups, involving seven weeks of interventions; programming lessons and innovation lessons. Three cognitive ability tests, WISC-IV part 2, WISC-IV part 7 and Ravens, were administered before and after intervention. A working memory test, OSPAN, was used to measure children’s working memory span. Mixed design ANOVA revealed that after innovation lessons children improved significantly from pre-test to post-test on WISC-IV part 2. Change in children’s performance on WISC-IV part 7 depended on working memory span. Children with low working memory span performed significantly higher on WISC part 7 post-test after innovation lessons while children with high working memory span scored significantly higher on WISC part 7 post-test after programming lessons. These results indicate that working memory span is a factor in the relationship between programming and increased cognitive ability.","abstract_html":"This study compared the effects of programming and innovation on cognitive abilities and whether the effects varied with working memory span (high vs. low). Sixty-seven children in 5th grade in one elementary school in Iceland were randomly assigned to two groups, involving seven weeks of interventions; programming lessons and innovation lessons. Three cognitive ability tests, WISC-IV part 2, WISC-IV part 7 and Ravens, were administered before and after intervention. A working memory test, OSPAN, was used to measure children’s working memory span. Mixed design ANOVA revealed that after innovation lessons children improved significantly from pre-test to post-test on WISC-IV part 2. Change in children’s performance on WISC-IV part 7 depended on working memory span. Children with low working memory span performed significantly higher on WISC part 7 post-test after innovation lessons while children with high working memory span scored significantly higher on WISC part 7 post-test after programming lessons. These results indicate that working memory span is a factor in the relationship between programming and increased cognitive ability.","abstract_has_math":false,"creators":["Silja Runólfsdóttir 1990-"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Háskólinn í Reykjavík"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-09-26","date_published":"2013-09-26","updated_at":"2026-07-27T20:42:37Z","subjects":["Sálfræði","Vitsmunasálfræði","Börn","Psychology","Cognitive psychology","Children"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1946/16687","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Háskólinn í Reykjavík"]},{"key":"dc:creator","label":"Author","values":["Silja Runólfsdóttir 1990-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2013-09-26T15:57:45Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-26T15:57:45Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-09-26"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sálfræði","Vitsmunasálfræði","Börn","Psychology","Cognitive psychology","Children"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1946/16687"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study compared the effects of programming and innovation on cognitive abilities and whether the effects varied with working memory span (high vs. low). Sixty-seven children in 5th grade in one elementary school in Iceland were randomly assigned to two groups, involving seven weeks of interventions; programming lessons and innovation lessons. Three cognitive ability tests, WISC-IV part 2, WISC-IV part 7 and Ravens, were administered before and after intervention. A working memory test, OSPAN, was used to measure children’s working memory span. Mixed design ANOVA revealed that after innovation lessons children improved significantly from pre-test to post-test on WISC-IV part 2. Change in children’s performance on WISC-IV part 7 depended on working memory span. Children with low working memory span performed significantly higher on WISC part 7 post-test after innovation lessons while children with high working memory span scored significantly higher on WISC part 7 post-test after programming lessons. These results indicate that working memory span is a factor in the relationship between programming and increased cognitive ability.","Þessi rannsókn bar saman áhrif forritunarkennslu og nýsköpunarkennslu á vitræna getu. Þessi áhrif voru skoðuð með tilliti til vinnsluminnisspannar. Sextíu og sjö börnum í fimmta bekk í einum grunnskóla á Íslandi var skipt tilviljunarkennt í tvo hópa, sem fólu í sér sjö vikna íhlutun; forritunarkennslu og nýsköpunarkennslu. Þrjú hugræn próf, WISC-IV hluti 2, WISC-IV hluti 7 og Ravens voru lögð fyrir bæði fyrir og eftir íhlutun. Vinnsluminnispróf var notað til að meta vinnsluminnisspönn barnanna. Niðurstöður blandaðrar dreifigreiningar leiddu í ljós að eftir nýsköpunarkennslu var frammistaða barna á eftirmælingu á WISC-IV hluta 2 marktækt hærri en á grunnmælingu. Breytingar á frammistöðu barna á WISC-IV hluta 7 fór eftir vinnsluminnisspönn þeirra. Börn með lága vinnsluminnisspönn stóðu sig marktækt betur á WISC-IV hluta 7 eftirmælingu eftir nýsköpunarkennslu meðan börn með háa vinnsluminnisspönn stóðu sig marktækt betur á WISC-IV hluta 7 eftirmælingu eftir forritunarkennslu. Þessar niðurstöður benda til þess að vinnsluminnisspönn sé þáttur í sambandinu milli forritunar og aukinnar hugrænnar getu."]},{"key":"dc:title","label":"Title","values":["Effects of programming in relation to working memory span on cognitive ability"]}]}],"canonical_facts":{"dc:contributor":["Háskólinn í Reykjavík"],"dc:creator":["Silja Runólfsdóttir 1990-"],"dc:date.accessioned":["2013-09-26T15:57:45Z"],"dc:date.available":["2013-09-26T15:57:45Z"],"dc:date.issued":["2013-09-26"],"dc:description.abstract":["This study compared the effects of programming and innovation on cognitive abilities and whether the effects varied with working memory span (high vs. low). Sixty-seven children in 5th grade in one elementary school in Iceland were randomly assigned to two groups, involving seven weeks of interventions; programming lessons and innovation lessons. Three cognitive ability tests, WISC-IV part 2, WISC-IV part 7 and Ravens, were administered before and after intervention. A working memory test, OSPAN, was used to measure children’s working memory span. Mixed design ANOVA revealed that after innovation lessons children improved significantly from pre-test to post-test on WISC-IV part 2. Change in children’s performance on WISC-IV part 7 depended on working memory span. Children with low working memory span performed significantly higher on WISC part 7 post-test after innovation lessons while children with high working memory span scored significantly higher on WISC part 7 post-test after programming lessons. These results indicate that working memory span is a factor in the relationship between programming and increased cognitive ability.","Þessi rannsókn bar saman áhrif forritunarkennslu og nýsköpunarkennslu á vitræna getu. Þessi áhrif voru skoðuð með tilliti til vinnsluminnisspannar. Sextíu og sjö börnum í fimmta bekk í einum grunnskóla á Íslandi var skipt tilviljunarkennt í tvo hópa, sem fólu í sér sjö vikna íhlutun; forritunarkennslu og nýsköpunarkennslu. Þrjú hugræn próf, WISC-IV hluti 2, WISC-IV hluti 7 og Ravens voru lögð fyrir bæði fyrir og eftir íhlutun. Vinnsluminnispróf var notað til að meta vinnsluminnisspönn barnanna. Niðurstöður blandaðrar dreifigreiningar leiddu í ljós að eftir nýsköpunarkennslu var frammistaða barna á eftirmælingu á WISC-IV hluta 2 marktækt hærri en á grunnmælingu. Breytingar á frammistöðu barna á WISC-IV hluta 7 fór eftir vinnsluminnisspönn þeirra. Börn með lága vinnsluminnisspönn stóðu sig marktækt betur á WISC-IV hluta 7 eftirmælingu eftir nýsköpunarkennslu meðan börn með háa vinnsluminnisspönn stóðu sig marktækt betur á WISC-IV hluta 7 eftirmælingu eftir forritunarkennslu. Þessar niðurstöður benda til þess að vinnsluminnisspönn sé þáttur í sambandinu milli forritunar og aukinnar hugrænnar getu."],"dc:identifier.uri":["http://hdl.handle.net/1946/16687"],"dc:language.iso":["en"],"dc:subject":["Sálfræði","Vitsmunasálfræði","Börn","Psychology","Cognitive psychology","Children"],"dc:title":["Effects of programming in relation to working memory span on cognitive ability"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T20:42:37Z"}