Abstract
The objective of this research paper is to check the difference between pre and post-session of the Brighter Minds based Cognitive Skill Training. The exploratory and descriptive research design is used in this study. In this investigation, the nine measurement variables are selected for the study such as memory, confidence, concentration, intuition ability, and blindfold reading. All the measurement variables were tested under pre and post cognitive skill training. Apart from these behavioural variables, two variables, gender, and age were also measured. The paired t test is used for the comparison between the pre and post-session of cognitive skill training. The pie and bar chart is used for the pictorial presentation of the results. The data coding, value label, data analysis are performed through statistical software. The findings of this study concluded that there was a significant improvement in the student’s memory, confidence, concentration, intuition, and skill of reading and colour identification with a blindfold.
Highlights
UNO’s Sustainable Development Goal (SDG) ‘goal 4’ aims to ensure inclusive and equitable quality education and promote lifelong learning for all by 2030 (PrietoJiménez et al, 2021; United Nations, 2021)
Teversky (2005) remains inconclusive that whether intuition abilities could be enhanced through cognitive skill training and we found there isn’t much literature on this which motivated us to test the relationship between CST and Intuition and following hypothesis is stated
Since cognitive skill training being an important aspect of the contemporary teaching and learning environment, we felt there is a pressing need to bring clarity on this issue. Another aspect that motivated us to conduct this study is, from review of the literature we found that the effectiveness of cognitive training depends upon the method and technique adopted; and many different methods have been practiced by a clinical psychologist under the umbrella term Cognitive Behavioural Therapy (CBT) since the 1960s (Anguera et al, 2013; Baniqued et al, 2014; Gallen & D’Esposito, 2019; Novakovic-Agopian et al, 2011; Temple et al, 2003)
Summary
UNO’s Sustainable Development Goal (SDG) ‘goal 4’ aims to ensure inclusive and equitable quality education and promote lifelong learning for all by 2030 (PrietoJiménez et al, 2021; United Nations, 2021) These goals are to be met in an environment where the world is facing technology driven information overload and going through a complex transition. India the spiritual motherland (Ghosh, 2007; Sharma, 2013b) since ancient times followed unique pedagogy based on the technique of transmission power (known as Pranahuti) involving Sruti (To Listen) and the Smriti (To memorize) for intuitive and cognitive learning (Ghosh, 2007; Monk, 1968; Sharma, 2013a, 2013b; Thaker, 2007). In a pre and post experimental design study, participants were able to properly utilize the left and right brains simultaneously and significant improvement in their intuitive and cognitive skills was found
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