{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,29]],"date-time":"2025-12-29T19:02:11Z","timestamp":1767034931529,"version":"build-2065373602"},"reference-count":34,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2010,12,24]],"date-time":"2010-12-24T00:00:00Z","timestamp":1293148800000},"content-version":"vor","delay-in-days":114,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2010,9]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>In the context of the British Government's policy directed on improving standards in schools, this paper presents research on the effects of a programme intended to promote the cognitive development of children in the first 2 years of primary school (Y1 &amp; 2, aged 5\u20137 years). The programme is based on earlier work dealing with classroom\u2010based interventions with older children at both primary and secondary levels of schooling.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aim<\/jats:title>\n                    <jats:p>The hypothesis tested is that it is possible to increase the cognitive ability of children by assisting teachers towards that aim in the context of mathematics. A corollary hypothesis is that such an increase would result in an increase in long\u2010term school achievement.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample<\/jats:title>\n                    <jats:p>The participants were 8 teachers in one local education authority (LEA) and 10 teachers in another. Data were analysed on 275 children present at Year 1 pre\u2010test in 2002 and at long\u2010term Key Stage 2 post\u2010test in 2008.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>Two intervention methods were employed: a Y1 set of interactive activities designed around Piagetian concrete operational schemata, and mathematics lessons in both Y1 and Y2 designed from a theory\u2010base derived from both Piaget and Vygotsky.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      At post\u2010test in 2004, the mean effect sizes for cognitive development of the children \u2013 assessed by the Piagetian test\n                      <jats:italic>Spatial Relations<\/jats:italic>\n                      \u2013 were 0.71\n                      <jats:italic>SD<\/jats:italic>\n                      in one LEA and 0.60\n                      <jats:italic>SD<\/jats:italic>\n                      in the other. Five classes achieved a median increase of 1.3\n                      <jats:italic>SD<\/jats:italic>\n                      . The mean gains over pre\u2010test in 2002 for all children in Key Stage 1 English in 2004 were 0.51\n                      <jats:italic>SD<\/jats:italic>\n                      , and at Key Stage 2 English in 2008 \u2013 the long\u2010term effect \u2013 were 0.36\n                      <jats:italic>SD<\/jats:italic>\n                      , an improvement of 14 percentile points.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The main hypothesis was supported by the data on cognitive development. The corollary hypothesis is supported by the gains in English. The implications of this study are that relative intelligence can be increased and is not fixed, and that children can be led into collaborating with each other to the benefit of their own thinking, and that there does exist a theory\u2010based methodology for the improvement of teaching.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1348\/000709909x482363","type":"journal-article","created":{"date-parts":[[2010,1,14]],"date-time":"2010-01-14T04:27:55Z","timestamp":1263443275000},"page":"363-379","source":"Crossref","is-referenced-by-count":10,"title":["Realizing the cognitive potential of children 5\u20137 with a mathematics focus: Post\u2010test and long\u2010term effects of a 2\u2010year intervention"],"prefix":"10.1111","volume":"80","author":[{"given":"Michael.","family":"Shayer","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mundher.","family":"Adhami","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2010,12,24]]},"reference":[{"volume-title":"Let's think!","year":"2001","author":"Adey P.","key":"e_1_2_7_2_1"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1348\/000709902158748"},{"volume-title":"Let's think through maths!: Developing thinking in mathematics with five and six\u2010year\u2010olds","year":"2004","author":"Adhami M.","key":"e_1_2_7_4_1"},{"volume-title":"Let's think through maths! 6\u20139","year":"2005","author":"Adhami M.","key":"e_1_2_7_5_1"},{"issue":"2","key":"e_1_2_7_6_1","first-page":"37","article-title":"Learning potential assessment through Feuerstein's LPAD: Can quantitative results be achieved?","volume":"1","author":"Beasley F.","year":"1990","journal-title":"International Journal of Dynamic Assessment and Instruction"},{"volume-title":"The mathematical brain","year":"1999","author":"Butterworth B.","key":"e_1_2_7_7_1"},{"key":"e_1_2_7_8_1","unstructured":"Cable J.(1997).A constructivist theory of quantities or in praise of ratio.PhD thesis University of London."},{"volume-title":"The number sense","year":"1997","author":"Dehaene S.","key":"e_1_2_7_9_1"},{"volume-title":"An experimental study of mathematics learning","year":"1963","author":"Dienes Z. 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