The enhancement of visuospatial abilities through pencil-and-paper or computer-aided training: What is more effective in 7-year-old pupils?

Fastame M. C.
First
;
Manca Cristina
Second
2021

Abstract

This investigation examines the impact of two psychoeducational programs (i.e., computer-assisted versus pencil-and-paper) for the empowerment of visuospatial skills of 7-year-old pupils. At pretest, posttest and at a three-month follow-up, 58 children attending the second grade of Italian primary school completed a battery of tests assessing visuospatial problem solving, speed of processing, spatial comprehension, mental imagery, passive and active verbal working memory, respectively. After the pretest, 19 participants were presented the computer-assisted “Recovery in … visuo-spatial abilities” training, whereas further 20 pupils were trained with the pencil-and-paper “Recovery in … visuo-spatial abilities” psychoeducational intervention, respectively. At posttest and follow-up, the positive impact of the computer-assisted training has been documented, whereas the efficacy of the pencil-and-paper intervention has been found only at the posttest. Overall, the computer-based program was particularly effective in favoring the development of spatial comprehension, mental imagery, and processing speed in second graders.
2020
Inglese
9
Supplement 1
S1
S9
9
https://www.tandfonline.com/toc/usep20/9/sup1
Esperti anonimi
internazionale
scientifica
Children; Enhancement; Primary school; Psycho-educational intervention; Training; Visuo-spatial
no
Fastame, M. C.; Manca, Cristina
1.1 Articolo in rivista
info:eu-repo/semantics/article
1 Contributo su Rivista::1.1 Articolo in rivista
262
2
reserved
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