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

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

doi:10.3389/fpsyg.2010.00188

Abstract

Improving the reasoning skills of adolescents across the United States has become a major concern for educators and scientists who are dedicated to identifying evidence-based protocols to improve student outcome. This small sample randomized, control pilot study sought to determine the efficacy of higher-order cognitive training on gist-reasoning and fact-learning in an inner-city public middle school. The study compared gist-reasoning and fact-learning performances after training in a smaller sample when tested in Spanish, many of the students’ native language, versus English. The 54 eighth grade students who participated in this pilot study were enroled in an urban middle school, predominantly from lower socio-economic status families, and were primarily of minority descent. The students were randomized into one of three groups, one that learned cognitive strategies promoting abstraction of meaning, a group that learned rote memory strategies, or a control group to ascertain the impact of each program on gist-reasoning and fact-learning from text-based information. 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.

Highlights

The ability for the United States to maintain a competitive edge in the global economy is dependent on the reasoning and critical thinking skills of this and future generations of students (Ravitch, 2010)
Repeated measures analysis of variance (ANOVA) was preformed to determine the effect of group, Tukey comparisons were used to ascertain differences post-training, and Pearson correlations to determine the relation between TOSL scores and Texas Assessment of Knowledge and Skills (TAKS) Applying Critical Thinking Skills scores
Building a mature reasoning mind is a pivotal goal of education; as such, the evidence for improved gist-reasoning through abstraction of meaning training is highly relevant for educational best practices

Summary

Introduction

The ability for the United States to maintain a competitive edge in the global economy is dependent on the reasoning and critical thinking skills of this and future generations of students (Ravitch, 2010). Students are primarily tested on how well they learn rote facts rather than evaluating how effectively they assimilate new knowledge with world knowledge to abstract meaning (gist meaning) and apply these meanings and concepts in novel ways to different contexts (Alberts, 2009; Chapman et al, in press). This emphasis on learning rote facts may motivate teachers to emphasize strategies to improve the recall of isolated information rather than the application of advanced reasoning principles when reading texts. The current educational system focuses on teaching students “what to learn” rather than “how to learn.”

Methods

Results

Discussion

Conclusion