Journalartikel

Jahr der Veröffentlichung: 2010

Seiten: 241-251

Zeitschrift: German Journal of Developmental and Educational Psychology

Bandnummer: 42

Heftnummer: 4

ISSN: 0049-8637

DOI Link: https://doi.org/10.1026/0049-8637/a000026

Verlag: Hogrefe

Abstract: 
The objective of this study was to evaluate the preventive effects of a QNC (Quantity-Number Concept) training program in children with special educational needs. Based on their low performance in a standardized QNC test, 40 out of 87 children with special educational needs aged 7-11.5 years were identified to have developing math problems and thus were assigned to one of two experimental conditions. The experimental group (N = 22; mean IQ = 81) received a 12-session QNC training program (Krajewski, Nieding & Schneider, 2007), while the control group (N = 18, mean IQ = 77) received a cognitive training (Klauer, 1989). Performance gains in the experimental group were substantially larger than in the control condition (d = 0.56), but not stable over a period of 4 months. Also, there was no transfer effect to basic arithmetic performance.

Harvard-Zitierstil: Sinner, D. and Kuhl, J. (2010) Quantity-number concept training in children with special educational needs at primary school levels, German Journal of Developmental and Educational Psychology, 42(4), pp. 241-251. https://doi.org/10.1026/0049-8637/a000026

APA-Zitierstil: Sinner, D., & Kuhl, J. (2010). Quantity-number concept training in children with special educational needs at primary school levels. German Journal of Developmental and Educational Psychology. 42(4), 241-251. https://doi.org/10.1026/0049-8637/a000026