Pomanjkljivosti raziskave so povezane predvsem z majhnim vzorcem otrok iz določenega območja v Sloveniji, saj so bili v vzorec zajeti zgolj učenci 3. razreda ene osnovne šole iz manjšega kraja, kar je potrebno upoštevati pri posploševanju rezultatov na širšo populacijo slovenskih otrok v obdobju srednjega otroštva. Za boljšo posplošljivost rezultatov bi potrebovala večji vzorec otrok z več različnih območij po Sloveniji. Prav tako bi bilo dobro, če bi v vzorec zajela otroke iz več razredov, in sicer tudi nekoliko mlajše in nekoliko starejše otroke, saj se obdobje srednjega otroštva razteza vse od začetka šolanja (6. leta starosti) pa do začetka adolescence (okoli 11. leta starosti) (Berk, 2018). Slednje zaradi obsežnosti raziskave ter časovne omejenosti ni bilo mogoče.
Pomanjkljivost raziskave vidim tudi v uporabi nekaterih preizkusov, ki so se pokazali kot neprimerni za testiranje otrok v obdobju srednjega otroštva in so se glede na rezultate izkazali kot nezanesljivi v času. Kot že omenjeno se je zaradi nizke občutljivosti kot problematična izkazala naloga ponavljanja števil nazaj. Na problematičnost omenjene naloge pa kaže tudi nizka zanesljivost v času. Prav tako se nizka zanesljivost v času kaže pri Testu sledenja, ki prav tako ni dobro razlikoval učencev med sabo v sposobnosti preklapljanja. Razlog za to vidim tudi v tem, da je bil le-ta pri 23 učencih na začetnem testiranju izveden v manjših skupinah, kjer so se pojavljale težave z upoštevanjem navodil reševanja (nekateri učenci so pričenjali s povezovanjem krogcev pred mojim znakom, so predhodno listali po zvezku in si ogledovali naloge), zaradi česar so nekateri učenci na tem začetnem testiranju dosegali višje rezultate kot pa bi jih po vsej verjetnosti v primeru individualnega testiranja. Izpostaviti velja še nalogo preklapljanja na Testu verbalne fluentnosti, kjer se ponovno kaže nizka retestna zanesljivost.
Kot pomanjkljivost raziskave je potrebno izpostaviti še, da je bila kontrolna skupina pasivna. Za pasivno kontrolno skupino sem se odločila, ker otroci obiskujejo šolo, kjer so za razliko od posameznikov v ostalih razvojnih obdobjih vsi redno kognitivno aktivni vsak dan.
Kljub temu pa so učenci iz eksperimentalne skupine z mano kot vodjo treninga razvili določen odnos, kar bi lahko vplivalo na rezultate končnih testiranj. Prav tako bi lahko na rezultate vplival tudi učinek pričakovanj, da bo trening uspešen (Simons idr., 2016). Poleg tega je kognitivni trening potekal zgolj v obdobju šestih tednov in bi bili verjetno učinki večji, če bi potekal skozi daljše časovno obdobje. Za fluidno inteligentnost se je namreč že pokazalo, da je izboljšanje odvisno tudi od količine vaje (Jaeggi idr., 2008). Zanimivo bi bilo tudi spremljati, kakšni so učinki treninga po nekaj tednih ali mesecih po koncu rednega vodenega reševanja nalog, saj so dolgoročni učinki programov kognitivnega treninga zelo zaželeni, a jih večina
obstoječih študij ni odkrila (Rossignoli-Palomeque, 2018). Poleg tega pa večpodročni kognitivni trening v primerjavi z enopodročnim kaže daljše vzdrževanje učinka (Cheng idr., 2012). Glede na to, da otroci v obdobju srednjega otroštva obiskujejo šolo, ki predstavlja velik in pomemben del njihovega vsakdana, bi bilo v prihodnosti zanimivo preveriti tudi, kakšen je vpliv rednega reševanja miselnih nalog na dosežke otrok v šoli. Tega v okviru moje raziskave zaradi nepričakovanega zaprtja šol na podlagi epidemije Covid-19 niti ni bilo mogoče narediti.
V prihodnosti bi bilo zanimivo preveriti učinkovitost kognitivnega treninga, uporabljenega v raziskavi, vendar v računalniški obliki. Tako bi lahko težavnost nalog prilagajali vsakemu posameznemu učencu, kar lahko pozitivno vpliva na učinkovitost treninga (Green in Bavelier, 2008). Poleg tega bi bilo pri računalniško vodenem treningu mogoče zagotavljati učencem sprotne povratne informacije o njihovi uspešnosti, kar lahko prav tako predstavlja prednost (Binder idr., 2015). V mojem primeru so učenci svoje odgovore namreč pregledali samo na koncu srečanja ter na takšen način dobili povratno informacijo, saj je bil trening izveden v klasični papir-svinčnik obliki in sem le tako lahko zagotovila, da so učenci sploh dobili povratno informacijo. Kljub temu pa ravno v tem vidim tudi uporabnost magistrske naloge, saj je trening potekal na način, kot bi učenci miselne vaje lahko reševali tudi v domačem okolju ob pomoči staršev.
Zaključki
Glede na dobljene rezultate lahko zaključim, da se je pokazala pozitivna vloga dodatne kognitivne aktivnosti v obdobju srednjega otroštva. Rezultati kažejo na pozitiven vpliv kognitivnega treninga v obliki rednega reševanja nalog iz zbirke Misleca (Bucik idr., 2013) na fluidno inteligentnost, ne pa tudi na ostale, v magistrski nalogi preučevane, kognitivne sposobnosti. To je lahko posledica neučinkovitosti takšnega treninga na izboljšanje teh sposobnosti, a je hkrati lahko tudi posledica neprimernih mer za ocenjevanje posameznih izvršilnih funkcij in prekratkega časovnega obdobja, v katerem je trening potekal. Prav zaradi tega bi bilo za izpeljavo bolj sistematičnih zaključkov in priporočil na področju večpodročnega kognitivnega treninga v obliki miselnih nalog, izvedenega v papir-svinčnik obliki, vsekakor potrebnih več študij z večjimi vzorci. Izpostaviti velja tudi to, da so otroci naloge ocenjevali kot zanimive ter so poročali o tem, da so se pri njihovem reševanju večinoma trudili, kar kaže na ustreznost takšnih miselnih vaj za otroke v tem starostnem obdobju. Prav tako ti rezultati kažejo na potencial takšne oblike kognitivnega treninga kot aktivnosti, ki bi jo otroci lahko s pomočjo staršev delali tudi v prostem času doma ali pa v podaljšanem bivanju v šoli oz. v času, ko v šoli nimajo strukturiranih aktivnosti in se dolgočasijo ali čakajo na prevoz.
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