FARHAT MIR , DR. SHIKHA SRIVASTAVA
DOI: https://doi.org/This study aims to assess the effectiveness of a cognitive training intervention on enhancing IQ and SQ scores in children aged 10-12 years. Cognitive training has been established as a potential tool for improving both general intelligence (IQ) and specific cognitive skills (SQ), such as spatial reasoning, memory, and logical thinking. However, there is limited research on the impact of such interventions on children in this critical developmental phase. This study involved 120 children divided into three groups (two experimental, one control) and measured cognitive abilities at three points: pre-intervention (PRE), mid-intervention (MID), and post-intervention (POST). The research was quasi-experimental, with non-randomized group assignment based on availability. Paired sample statistics, ANOVA, and paired t-tests were used to analyze the changes in IQ and SQ scores across these groups. The findings indicate that there were no significant differences in IQ or SQ scores across the three experimental groups. The results for the experimental and control groups across the three stages (PRE, MID, POST) suggest that while cognitive training interventions have shown some promise in improving cognitive skills, the effects observed were not significant within this age group. This study contributes to the growing body of literature on cognitive training interventions, highlighting the need for further research into the long-term effects and applicability of such interventions in the 10-12 age group.
