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Peer reviewedDirks, Jean – Intelligence, 1982
Relatively brief interactions with a commercial game that involved blocks and matching patterns are shown to cause a significant improvement in children's performances on the WISC-R Block Design subtest. Two experiments are described using 10-year-old children in game and no-game conditions. (Author/CM)
Descriptors: Achievement Gains, Childrens Games, Elementary Education, Individual Development
