No abstract

In the present meta-analysis we examined the near- and far-transfer effects of training components of children’s executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g+ = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g+ = 0.11, k = 17, p = .11). That is, training a component did not have a significant effect on the untrained components. By showing the absence of benefits that generalize beyond the trained components, we question the practical relevance of training specific executive function skills in isolation. Furthermore, the present results might explain the absence of far-transfer effects of working memory training on academic skills (Melby-Lervag & Hulme, 2013; Sala & Gobet, 2017).

Összefoglaló. A COVID–19-vírusjárvány miatt 2020 márciusától júniusáig bevezetett iskolai digitális munkarend az oktatási rendszer minden résztvevőjét számos új feladat elé állította. Feltételezzük, hogy különösen nagy kihívást jelenthetett a hátrányos helyzetű családok számára (Jakab 2020). Jelen tanulmányban egy kérdőíves kutatás eredményeit mutatjuk be, amelyben azt vizsgáltuk, hogy a szocioökonómiai státusz, a háztartási rendezettség, a családi rutin, valamint a gyermek tanulásba tett erőfeszítése közül mely tényezők jelzik előre az iskolai digitális munkarendben a tanulási sikerességet. A mintát középosztálybeli és hátrányos helyzetű, romatelepen élő, alsó tagozatos gyermeket nevelő felnőttek alkották. A hierarchikus lineáris regresszió eredményei azt mutatják, hogy a szocioökonómiai státusz önmagában nem szignifikáns prediktora a tanulási sikerességnek, azonban a tanulási erőfeszítés, a háztartási rendezettség és a családi rutin igen. A fenti eredmények – habár pusztán összefüggéseket és nem feltétlen kauzális kapcsolatokat mutatnak – alátámasztják, hogy hátrányos helyzetű gyermekek feltételezhetően sikeresen támogathatók a távoktatásban való eredményes részvételben egy, a fenti változókat célzó, intervencióval. Summary. Because of the COVID-19 pandemic, the education system switched to digital distant learning education from March to June 2020. These changes posed a number of new challenges to students, teachers and parents alike. We assume that disadvantaged families were in an even more vulnerable position (Jakab 2020). Thus, we aimed to conduct a study to examine whether and how certain factors, including socioeconomic status, household chaos, family routine, and children’s learning effort affected learning success during this period of homeschooling. The sample consisted of high/middle-class and disadvantaged (living in a Roma settlements) caregivers of 1st–4th grader children. Our results indicate that socioeconomic status alone was not a significant predictor of learning success, however, learning effort, household chaos, and family routine were found to be important predictors. These results – although purely correlational – might suggest that a targeted intervention can be expected to effectively help disadvantaged children adapt to and succeed in a digital distant learning education setting.

Objective: As the number of mindfulness-based interventions (MBIs) for children has been constantly growing, there is a benefit to be derived for a comprehensive study that gathers what mindfulness activities have been reported to be effective at particular developmental stages, and how these practices have been modified to make them age-appropriate. Method: To address this problem, the content of twenty-six (cluster-) randomized controlled studies were analysed to identify any quantitative and qualitative differences. Results: The duration of MBIs varied greatly ranging from 4 to 25 weeks, 8 to 144 sessions, and 3 to 45 hours, with session duration from 3 to 90 minutes, which is an important factor to take into account. However, there were no age group differences due to number of sessions or program length. MBIs for early childhood were more likely to use mindful movement practice, psychoeducation, and story-based context. In case of other components, such as breathing awareness or working with thoughts and emotions, qualitative differences were found between early and middle childhood regarding how the activities were implemented age appropriately. Conclusions: The present study offers practical implications and distinguishes differences in mindfulness activities for early and middle childhood. Important developmental considerations have been raised for future program developers and practitioners.