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Brain GymRTM, exercise, and cognition.

Ferree, Ruth M.

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Brain GymRTM, exercise, and cognition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Brain GymRTM, exercise, and cognition./
作者:	Ferree, Ruth M.
面頁冊數:	97 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2340.
Contained By:	Dissertation Abstracts International62-07A.
標題:	Psychology, Psychobiology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3020350
ISBN:	9780493313566

Brain GymRTM, exercise, and cognition.
Ferree, Ruth M.

Brain GymRTM, exercise, and cognition. - 97 p.

Source: Dissertation Abstracts International, Volume: 62-07, Section: A, page: 2340.

Thesis (Ph.D.)--University of Virginia, 2001.

Proponents of the commercial program Brain GymRTM claim that their regiment of physical exercise enhances learning and thinking. Although many researchers have found modest support for the notion that exercise promotes cognitive functioning, the Brain GymRTM claims remain largely uninvestigated. To test the efficacy of the Brain GymRTM program, 30 fourth graders were assessed on a battery of behavioral and cognitive measures before and after intervention. More specifically, two teachers rated each student's behavior using the Conner's Short Teacher Rating Scale-Revised. Based on those ratings, and Stanford 9 Achievement Test(c) scores, participants were ranked for behavior and achievement and placed in matched triads. From the triads, participants were randomly assigned to one of three activity groups: Brain GymRTM exercises, light aerobic exercises, or social activities, which served as a non-exercising control. All were assessed on three cognitive measures: a verbal fluency test, an arithmetic operations test and the d2 Test of Attention(c). For five weeks, the groups met each morning for 15 minutes of the designated activities. At the end of five weeks, participants took the tests again. Teachers again completed the behavior rating scale and were interviewed for qualitative impressions of changes in participants' performance. Content analysis of the teacher interviews revealed that although rating scores improved, teachers believed that most students had changed little during this time or they attributed the change to factors other than exercise. Quantitative data analysis revealed significant changes in all measures from pre to post sessions, but only the significant group effect was on arithmetic test scores. On the arithmetic posttest, participants in both exercising groups scored significantly higher than the control group, but there was no such difference between the two exercise groups. These findings support the notion that exercise in general may enhance cognitive performance, but they do not offer much support for the claims of the Brain Gym RTM program.

ISBN: 9780493313566Subjects--Topical Terms:

1017821
Psychology, Psychobiology.

Brain GymRTM, exercise, and cognition.
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520 $a Proponents of the commercial program Brain GymRTM claim that their regiment of physical exercise enhances learning and thinking. Although many researchers have found modest support for the notion that exercise promotes cognitive functioning, the Brain GymRTM claims remain largely uninvestigated. To test the efficacy of the Brain GymRTM program, 30 fourth graders were assessed on a battery of behavioral and cognitive measures before and after intervention. More specifically, two teachers rated each student's behavior using the Conner's Short Teacher Rating Scale-Revised. Based on those ratings, and Stanford 9 Achievement Test(c) scores, participants were ranked for behavior and achievement and placed in matched triads. From the triads, participants were randomly assigned to one of three activity groups: Brain GymRTM exercises, light aerobic exercises, or social activities, which served as a non-exercising control. All were assessed on three cognitive measures: a verbal fluency test, an arithmetic operations test and the d2 Test of Attention(c). For five weeks, the groups met each morning for 15 minutes of the designated activities. At the end of five weeks, participants took the tests again. Teachers again completed the behavior rating scale and were interviewed for qualitative impressions of changes in participants' performance. Content analysis of the teacher interviews revealed that although rating scores improved, teachers believed that most students had changed little during this time or they attributed the change to factors other than exercise. Quantitative data analysis revealed significant changes in all measures from pre to post sessions, but only the significant group effect was on arithmetic test scores. On the arithmetic posttest, participants in both exercising groups scored significantly higher than the control group, but there was no such difference between the two exercise groups. These findings support the notion that exercise in general may enhance cognitive performance, but they do not offer much support for the claims of the Brain Gym RTM program.
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