Differential susceptibility in education. Interaction between genes, regulatory skills, and computer games

Early interventions address concerns that an unacceptably large number of children are already, by four years of age, lacking in competencies fundamental to success in learning to read. Using a randomized controlled trial, the studies presented in this thesis examined program features and children__s behavioral and genetic characteristics (e.g., regulatory skills and DRD4) that might be of influence on learning effects of an exemplary computer intervention program Living Letters. Our conclusions include three major points. First, computer-aided instruction can be a useful tool in early literacy education, even in kindergarten-age (chapter 2). Second, the efficiency depends on the presence of immediate and individualized oral feedback. Without feedback the target program is not a stronger stimulus for learning code-related skills than daily experiences with written language (chapter 3). Third, a large part of the children benefits from the computer intervention but not all children. Susceptible children outperform the rest with a program enriched with positive, responsive interactions; they suffer more from instruction without these vital elements. The less susceptible group benefits from all opportunities for learning without excelling in the most helpful condition (chapter 4). This susceptibility is associated with a genetic predisposition to dopamine-regulated reward- and attention-related mechanisms and may influence learning via executive attention (chapter 5).LEI Universiteit LeidenGedragsveranderingen bij leerlingen en hun lerare

Ontluikende geletterdheid stimuleren met digitale prentenboeken: verschillen tussen kleuters

Development Psychopathology in context: clinical setting

Brief computer interventions enhance emergent academic skills in susceptible children: A gene-by-environment experiment

Development Psychopathology in context: famil