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Lumosity training and brain-boosting food effects on learning

Lumosity training and brain-boosting food effects on learning

Lumosity training and brain-boosting food effects on

Educational Research Journals Vol. 2(6), pp. 217-230, June 2012Available online at http://www.resjournals.com/ERJISSN: 2026-6332 ©2012 International Research JournalsFull Length Research Paperong>Lumosityong> ong>trainingong> ong>andong> ong>brainong>-ong>boostingong> ong>foodong> ong>effectsong> onlearningKpolovie, Peter JamesDepartment of Psychology, Guidance ong>andong> Counselling, Faculty of Education, University of Port Harcourt.Author’s Email: drkpolovie@yahoo.com, peter.kpolovie@uniport.edu.ng, Tel: +2348088061666.ABSTRACTThis rong>andong>omized six-group experimental study investigated the ong>effectsong> of ong>Lumosityong> Training, ong>andong> Brain-Boosting Food on students’ learning, in order to proffer optimum functional or workable solution to theever fresh question of how learning could best be improved. Seventy-two rong>andong>omly drawn subjects ong>andong>four treatments cum two control conditions were rong>andong>omized into six groups of 4 treatments ong>andong> 2controls of 12 each. For six weeks that the experiment lasted, while one of the experimental ong>brainong>ong>boostingong>ong>foodong> groups received ong>brainong>-ong>boostingong> ong>foodong> (salmon, mackerel ong>andong> sardines, that are rich inomega-3 essential fatty acids as well as blueberries, mangoes plus watermelon that are antioxidant),the other received suitable dose of ong>brainong>-ong>boostingong> ong>foodong> supplements (ginkgo biloba ong>andong> folic acid),while eating normal ong>foodong>. While one of the two ong>Lumosityong> ong>trainingong> groups exercised the ong>brainong> with it for15 minutes twice a day, the other did for 30 minutes twice daily; each preceding a two-hour prep time.The control groups’ members of course, were accorded no treatment. Results showed positivesignificant ong>effectsong> of ong>Lumosityong> ong>trainingong> ong>andong> ong>brainong>-ong>boostingong> ong>foodong> on learning as subjects in each of thetreatment groups learned significantly better than their counterparts in the control groups.Consequently, ong>brainong>-enhancement exercise with ong>Lumosityong> ong>trainingong>, ong>andong> eating of ong>brainong>-ong>boostingong> ong>foodong>were recommended.Keywords: ong>Lumosityong> ong>trainingong>, ong>brainong>-ong>boostingong> ong>foodong>, learning, learning enhancement, rong>andong>omized six-groupexperimental design.INTRODUCTIONMan’s activities are centred on learning. He acts both asa demonstration of his learned experiences ong>andong> as aprocess for learning of new experiences. Every humaninstitution that one could think of, emanated fromlearning, operates by learning ong>andong> is aimed at learning, inone way or the other. In fact, the most centralphenomenon in human life can rightly be said to belearning. The desire to express learning ong>andong> to acquiremore of it both consciously ong>andong> unconsciously is infinitelyendless. No individual has learnt maximally ong>andong> noneperhaps, could ever do so; yet to maximally learn in aperfectly unforgettable manner is doubtlessly the ultimategoal of all humans (Kpolovie, 2010a; 2007; 2005; 2003;1999; Kosemani ong>andong> Kpolovie, 2003).Learning is operationally defined as the complex synergyof cognitive, affective, psychomotor ong>andong> environmentalexperiences ong>andong> other influences for the acquisition,maintenance, organization, reorganization ong>andong>enhancement of changes in an individual’s behaviour,knowledge, skills, values, personality ong>andong> world views forbetter resolution of problems as measured by theExperimental Learning Test of this investigation. Eachproblem so resolved, is itself a relevant piece of learningthat adds to the complex whole ong>andong> better prepares theindividual for further acquisition ong>andong> organization ofknowledge to produce yet a more intelligent behaviour inovert or covert problem resolution. Learning has beenong>andong> will continue to remain a central topic not onlyamongst psychologists but humanity, ong>andong> its provocativenature has occasioned hundreds of theories ong>andong>

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