In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3–6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral- and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socio-economic status) than for children with typical development and without risks. Other significant moderators were: computerized vs. non-computerized training, individual vs. group sessions, and length of training. The number of sessions was not a significant moderator. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children. Protocol Registration: PROSPERO (CRD42019124127). Available online at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42019124127.

Scionti, N., Cavallero, M., Zogmaister, C., Marzocchi, G. (2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis. FRONTIERS IN PSYCHOLOGY, 10 [10.3389/fpsyg.2019.02812].

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Scionti N.;Cavallero M.;Zogmaister C.;Marzocchi G. M.
2020

Abstract

In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3–6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral- and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socio-economic status) than for children with typical development and without risks. Other significant moderators were: computerized vs. non-computerized training, individual vs. group sessions, and length of training. The number of sessions was not a significant moderator. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children. Protocol Registration: PROSPERO (CRD42019124127). Available online at: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42019124127.
Articolo in rivista - Articolo scientifico
cognitive training; EF training; executive functions; meta-analysis; preschoolers
English
2020
10
2812
none
Scionti, N., Cavallero, M., Zogmaister, C., Marzocchi, G. (2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis. FRONTIERS IN PSYCHOLOGY, 10 [10.3389/fpsyg.2019.02812].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/262771
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