Effects of programming in relation to working memory span on cognitive ability

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.

Author dc:creator

• Silja Runólfsdóttir 1990-

Contributors dc:contributor

• Háskólinn í Reykjavík

• Sálfræði
• Vitsmunasálfræði
• Börn
• Psychology
• Cognitive psychology
• Children

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/1946/16687

OAI identifier oai:identifier

oai:skemman.is:1946/16687