Abstract
Since the early 1980s we have been engaged in the design, implementation, and evaluation of “cognitive acceleration” programs, which claim to enhance students’ general intellectual processing skills. We have published extensive data showing long-term effects of these programs on students’ cognitive development and academic achievement. In this paper the theory base of cognitive acceleration will be briefly outlined and some typical results re-presented. The main body of the paper will be devoted to a discussion of a number of issues which arise from the analysis of long-term effects. Although the examples will be drawn from the cognitive acceleration programs, the issues are general ones which might apply to any long-term study.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
