The purpose of this master's thesis was to investigate the impact of computer-based cognitive training SMART on fluid intelligence in children in middle childhood. This is the first translation and application of relational cognitive training SMART in Slovenia. The study involved 21 children attending grades 3─5 of primary school. The participants were divided into a control and an experimental group. The control group was passive, while the experimental group performed a 30-minute SMART training twice a week for eight weeks. Before and after the training, all participants solved the Standard Progressive Matrikes (SPM) and the Test nizov (TN-10) with the aim of measuring fluid intelligence. The data were analysed using one-way MANOVA for repeated measures, t-tests, Mann-Whitney tests and Spearman correlations. Results on the TN-10 tests improved in both groups, while results on the SPM tests worsened in both groups. The analysis did not show statistically significant effects of SMART training. A statistically significant effect of time was detected in the worsening of SPM results, but not in interaction with groups. The results are contradictory and do not show a positive effect of SMART training on children's fluid intelligence, but this research has significant limitations. In particular, the small and unrepresentative sample and the limited duration of training limit the generalization of the results of this study to the wider population. In further research, it would be reasonable to address these shortcomings, upgrade the Slovenian translation of SMART training, and investigate the potential effects of intrinsic motivation on the effectiveness of cognitive training.
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