Event Title
Low Reasoning Abilities in Children and Methods of Neuropsychologically-Oriented Assessment and Intervention
Location
Philadelphia Campus
Start Date
1-5-2013 2:00 PM
End Date
1-5-2013 4:00 PM
Description
Reasoning is a crucial cognitive ability for effective problem solving in children. According to Piaget, reasoning begins to develop in the very early years of life (Sensorimotor stage, ages 0-2) and continues to develop and become more complex throughout childhood and adolescence. Given the central role that reasoning plays in children’s academic learning, low reasoning abilities can inevitably equate into poor school performance. When employing cognitive assessments such as those typically used in schools and looking at the results from a neuropsychological perspective, different types of reasoning can be assessed effectively. Specific intervention approaches such as hemispheric stimulation, mindfulness meditation, and computer based programs that have been used to improve other cognitive capacities also show some promise for the improvement of reasoning abilities. While some of the interventions are new and empirical evidence is just starting to appear in the professional literature, results of these initial studies show great potential. By intervening with children identified with reasoning deficits, it may be possible to help these children experience more success in school and in their daily lives.
Low Reasoning Abilities in Children and Methods of Neuropsychologically-Oriented Assessment and Intervention
Philadelphia Campus
Reasoning is a crucial cognitive ability for effective problem solving in children. According to Piaget, reasoning begins to develop in the very early years of life (Sensorimotor stage, ages 0-2) and continues to develop and become more complex throughout childhood and adolescence. Given the central role that reasoning plays in children’s academic learning, low reasoning abilities can inevitably equate into poor school performance. When employing cognitive assessments such as those typically used in schools and looking at the results from a neuropsychological perspective, different types of reasoning can be assessed effectively. Specific intervention approaches such as hemispheric stimulation, mindfulness meditation, and computer based programs that have been used to improve other cognitive capacities also show some promise for the improvement of reasoning abilities. While some of the interventions are new and empirical evidence is just starting to appear in the professional literature, results of these initial studies show great potential. By intervening with children identified with reasoning deficits, it may be possible to help these children experience more success in school and in their daily lives.