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

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 socioeconomic status) than for children with typical development and without risks. Other significant moderators were: individual vs. group sessions and length of training. The number of sessions and computerized vs. non-computerized training were not significant moderators. 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.

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

“…Tasks that require rule switching are considered as flexible such as DCCS and gender-emotion switch tasks. We categorized go/no-go, flanker, and Stroop-like tasks as inhibition measurement tests because participants need to inhibit the distraction, pre-potent, and automatized response when performing the tasks (Scionti et al, 2020).…”

“…The study also aimed to explore the transfer effects of computer-based training; therefore, we labeled the transfer effect of each effect size as near transfer or far transfer, based on the study by Scionti et al (2020). The effect sizes that measured the same aspect of EFs as interventions were defined as near-transfer, whereas those that measured the different aspects of EFs with the intervention were defined as far transfer.…”

“…Therefore, EF impairments may place constraints on other cognitive functions, and this indicates that EF training could lead to transfer effects in other untrained executive processes and cognitive functions. In detail, neartransfer effects refer to the effects of cognitive interventions on various tasks tapping onto the same trained cognitive mechanisms, whereas far-transfer effects refer to the effects of training on various aspects of behavior and learning or different domain of EFs (Kassai et al, 2019;Scionti et al, 2020). For example, in the present meta-analysis, if the training is aimed at improving working memory, we define near-transfer effects to be the effects on working memory measurement, whereas far-transfer effects to be the effects on inhibition and flexibility measurement.…”

Screen Time and Executive Function in Toddlerhood: A Longitudinal Study

“…Several factors portend individual differences in EF including neurological differences (e.g., Short et al, 2019), early attention (e.g., Blankenship et al, 2019;Devine et al, 2019), and cognitive training (Scionti et al, 2020). Furthermore, several environmental factors including aspects of parenting (e.g., Hughes et al, 2013;Fay-Stammbach et al, 2014;Hughes and Devine, 2019), child care (e.g., Duncan et al, 2019), and stress (Blair, 2010) are associated with the development of young children's EF.…”

Executive function training in very preterm children: a randomized controlled trial

“…If lower-order cognitive training would be effective, we would therefore expect to find larger improvements following placebo training than following EF training or waitlist condition, which was not the case. A recent meta-analysis on EF training in very preterm children at preschool-age specifically (3-6 years of age) concluded that EF training does have positive results in this population, especially when it is non-computerized and in a group setting [83]. Therefore, we suggest that focus should be directed towards training programs that target younger children, combine exercise and tasks demanding EFs and take place in group settings.…”