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ATTENTION TRAINING IN SCHOOLCHILDREN IMPROVES ATTENTION BUT FAILS TO ENHANCE FLUID INTELLIGENCE

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Sarzyńska J., Żelechowska D., Falkiewicz M., Nęcka E.
Studia Psychologica
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2017
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vol. 59
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issue 1
50 – 65
EN
Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children’s scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children’s scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.
2

COGNITIVE TRAINING - TEACHER'S HELP

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Sramova B.
Studia Psychologica
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2004
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vol. 46
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issue 3
203-210
EN
This contribution deals with the evaluation of cognitive training focused on reduction of aggression among children between the ages 6-10 (N = 137). After instruction and practicing in discussions with children, the teacher asked them questions prepared beforehand and then reinforced only those answers which had features of prosocial behavior. Discussions between teacher and children were focused on reinforcement of accepted prosocial behavior and ignorance of hostile manifestations. Discussions were combined with training methods focused on development of empathy and altruism. Before and after discussions and after application of training methods teachers recorded the frequency of aggressive behavior in the classroom into the questionnaire prepared in advance. We focused our attention especially on six forms of aggressive behavior: physical, verbal and indirect aggression, negativism, resentment and irritability. All observed forms of aggression were statistically evaluated. We recorded statistically significant differences in both measures. Aggressive behavior of children was reduced after teachers' interventions.
3

SENECOV SPIS O POKOJI MYSLE A PANDÉMIA OCHORENIA COVID-19

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Fraňo P.
Filozofia (Philosophy)
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2021
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vol. 76
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issue 10
780 – 789
EN
On the Tranquillity of the Mind is an ancient “self-help” manual in which Seneca gives his friend Serenus a philosophical advice on how to cope with mental disturbance. For this reason, this writing can also be used to reflect on the current Covid-19 pandemic. Indeed, the disturbance of the mind often arises because we think that we have the events of the external world in our own hands. Seneca, however, disagrees with this view because we have no control over the emergence of some circumstances through the action of “fortune” (lat. fortuna). Through the use of reason and cognitive training of our minds, however, we can overcome this harmful idea. Thus, On the Tranquillity of the Mind can provide us with an ancient guide on how to prepare for unexpected events and thus maintain our tranquillity of mind.
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