Latest Research

Research Presentation
On February 21, nearly 70 people attended in New York, and over 150 people globally watched via YouTube Live, as three leading researchers presented comprehensive overviews of their studies and results. Drs. Greg Rose (Southern Illinois University), Lara Boyd and Rachel Weber (both from University of British Columbia) have been investigating the Arrowsmith Program and its outcomes for several years.

Following is a summary of the research findings:

As Norman Doidge wrote in his book, The Brain That Changes Itself, our brain is capable of change over our lifespan (neuroplasticity).  The current research on students in the Arrowsmith Program is demonstrating this fact – that the brains of students in the Arrowsmith Program are changing in positive directions and these changes are linked to positive changes in cognition, academic achievement and social/emotional behaviours.

Research findings from studies into the Arrowsmith Program were presented by Dr Greg Rose (Southern Illinois University), Dr Lara Boyd (University of British Columbia) and Dr Rachel Weber (University of British Columbia) in New York in February 2019. Data was collected from students in the Arrowsmith Program in six schools (two in the U.S. and four in Canada). The results demonstrated:

Significant positive changes in the following Cognitive Domains: 

  • long-term memory
  • visual working memory [Visual working memory is a cognitive system that maintains visual information in memory so that it can be quickly accessed to serve the needs of ongoing task]
  • efficiency and speed of cognitive processing [Processing speed is defined as the time it takes a person to do a mental task. It is related to the speed in which a person can understand and react to the information they receive. In other words, processing speed is the time between receiving and responding to a stimulus. The higher the processing speed, the more efficiently a person is able to think and learn.]
  • reasoning
  • visual-auditory learning [This measures the ability to learn, store and retrieve a series of visual-auditory associations. The individual is required to learn to associate symbols with words and read sentences comprised of these symbols based on memory of the auditory association of the word and the symbol. This ability is related to associative memory for learning vocabulary and for reading]
  • verbal fluency [This measures an aspect of long-term retrieval and fluency of retrieval from stored knowledge]
  • vigilance [This measures a student’s performance on a task that requires sustained attention and resistance from distraction]

Significant improvements in Attention:

  • staying focused
  • paying attention
  • listening well

Significant improvements in the Academic Domains of:

  • reading fluency (reading speed)
  • word reading
  • spelling
  • maths fluency [This measures a student’s ability to solve simple addition, subtraction and multiplication facts quickly]
  • computation [This measures a student’s ability to perform paper and pencil maths computations. Items range from writing numbers through numerical operations of addition, subtraction, multiplication, division]
  • academic fluency [This measures a student’s ability to quickly read short sentences, do simple maths calculations, and write simple sentences]

Significant improvements in social/emotional behaviours in the areas of:

  • leadership
  • adaptability
  • social skills

Reduction in symptoms of:

  • depression
  • anxiety
  • withdrawal
  • conduct problems [engaging in antisocial and rule-breaking behaviour], aggression, hyperactivity

Significant improvements in activities of daily living:

  • acts in safe manner
  • organizes chores
  • following routines

The full presentation can be found on YouTube:Watch the video of the latest research