Abstract
The present study investigated the relationship between age and one type of environmental factor, namely, type of school (i.e., private vs. public), and the development of mental planning ability, as measured by the Tower of London (TOL) test.MethodsParticipants comprised 197 public and 174 private school students, ranging in age from 4 years and 9 months to 8 years and 6 months. Besides the TOL test, students were administered Raven's Colored Matrices.ResultsResults confirmed the findings of previous studies that both age and school type are important predictors of mental planning. Furthermore, results also suggest that the relationship between type of school and mental planning ability cannot be accounted for by differences in students' fluid intelligence.ConclusionIn the present study, the TOL test continued to differentiate public from private school students, even after we controlled for the effect of differences on the Raven test.
Highlights
The present study investigated the relationship between age and one type of environmental factor, namely, type of school, and the development of mental planning ability, as measured by the Tower of London (TOL) test
Performance on Raven’s Colored Matrices10 (RCM) correlated significantly with performance on the TOL (r =.42, p
We were interested in investigating if this effect is independent of differences in private and public school students’ fluid intelligence
Summary
Abstract – The present study investigated the relationship between age and one type of environmental factor, namely, type of school (i.e., private vs. public), and the development of mental planning ability, as measured by the Tower of London (TOL) test. Dement Neuropsychol 2008;2(1):[26-30] basal ganglia and the cerebellum.[2] There is evidence that impairments in these processes are related to developmental disorders such as ADHD, Tourette Syndrome and Autism, and can affect normal performance on tasks that assess planning ability.[3] Both age and fluid intelligence (i.e., the ability to reason about and solve novel problems)[4] have been shown to be important predictors of performance on tasks measuring planning ability (e.g., Tower of London and Tower of Hanoi).[4] As reviewed briefly below, the results of recent studies suggest that environmental variables exert a powerful influence on the development of executive functions, including mental planning
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