Modifying Cognitive Strategies for Comparing Proportions

Michelle Hurst, PhD

Status: Invitation-only

Conditions: Proportional Reasoning

Treatments: Behavioral: Verbal Interference Task

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT06635577

Pro2023001794

R00HD104990 (U.S. NIH Grant/Contract)

Details and patient eligibility

About

The goal of this study is to understand the cognitive processes underlying quantitative and relational reasoning, including the understanding of mathematical information (e.g., numbers, proportions, percentages, geometry) and related relational concepts (e.g., analogies, the concepts same/different), as well as how people's reasoning can be changed by external factors. The main question it aims to answer is:

How does the introduction of a secondary task affect the behavior of children and adults when reasoning about proportions in different formats? Participants will be asked to make judgements about images with and without the presence of a distractor task.

Enrollment: 300 estimated patients

Sex: All

Ages: 7 to 64 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Typically developing people within the target age range (either 8-years-old OR 18- to 64-years-old) for the study version

Exclusion criteria

• Individuals with known developmental or cognitive disorders
• Participants or parents of participants must speak/read sufficient English to read and complete the informed consent document

Trial design

Primary purpose: Basic Science

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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300 participants in 1 patient group

Proportion Judgements

Experimental group

Description:

This is the sole arm of the study. All participants will be observed under normal conditions and then those same participants will undergo a behavioral intervention.

Treatment:

Behavioral: Verbal Interference Task