The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses.

Takács, Zsófia K.; Kassai, Réka

doi:10.1037/bul0000195

Cited by 192 publications

(188 citation statements)

References 124 publications

(159 reference statements)

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“…Therefore, it is possible that an absence of complete modularization of EF is present also in older preschoolers. The absence of an age effect confirmed the results obtained by other meta-analyses that included older participants (Kassai et al, 2019;Takacs and Kassai, 2019).…”

Section: Discussionsupporting

confidence: 88%

“…All interventions utilized game-like activities aimed at improving one or more EF skills by practicing tasks involving a precursor of EFs, such as attention, or one or more executive processes. As reported by Takacs and Kassai (2019), the main feature of EFs training is that children are not given new strategies, but they have to apply their own existing set of strategies. We categorized training as group interventions when it was based on the presence of small groups of peers during the activities, and individual interventions, when based only on trainer-child interactions.…”

Section: Operational Definitionsmentioning

confidence: 99%

“…Recently, Kassai et al (2019) and Takacs and Kassai (2019) reviewed the effectiveness of multi-domains and single-domain EFs training in 2-12 year old children, finding no convincing evidence of far-transfer among EFs themselves, or in multidomain EFs cognitive training. Thus, although meta-analytic studies so far have shown that training EFs is possible, the transfer seems to be narrow and limited to tasks tapping the trained abilities.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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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.

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Section: Discussionsupporting

confidence: 88%

Section: Operational Definitionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

et al. 2020

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“…Given limited understanding of antecedents of early selfregulation change that can shift trajectories and outcomes more broadly, intervention approaches remain incongruous. For instance, approaches to self-regulation intervention include computerized executive function training, specialized preschool curricula, physical activities, arts and music, motor skill development, and so forth (8)(9)(10). While it is indeed likely that multiple approaches will be effective, and ideally suited to different contexts, needs and children, the design of interventions would nevertheless be improved through a more comprehensive and holistic understanding of early childhood factors and experiences that support self-regulation growth.…”

Section: Introductionmentioning

confidence: 99%

Proximal and distal predictors of self-regulatory growth in children aged 4 to 7 years

Williams

Howard

2020

Preprint

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Background Growth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While individual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation growth across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on growth in children’s self-regulation skills over 2 years from age 4-5 years.Methods Data from the Longitudinal Study of Australian Children (N= 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4-5 years and 6-7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation growth including health, development, educational, home environment, time-use, and neighbourhood characteristics. Results The significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships.Conclusion Findings suggest that if we are to successfully grow children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.

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“…Given limited understanding of antecedents of early self-regulation change that can shift trajectories and outcomes more broadly, intervention approaches remain incongruous. For instance, approaches to selfregulation intervention include computerized executive function training, specialized preschool curricula, physical activities, arts and music, motor skill development, and so forth (8)(9)(10). While it is indeed likely that multiple approaches will be effective, and ideally suited to different contexts, needs and children, the design of interventions would nevertheless be improved through a more comprehensive and holistic understanding of early childhood factors and experiences that support self-regulation development.…”

Section: Introductionmentioning

confidence: 99%

Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years

Williams

Howard

2020

Preprint

View full text Add to dashboard Cite

Background Growth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While individual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation change across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on change in children’s self-regulation skills over 2 years from age 4-5 years.Methods Data from the Longitudinal Study of Australian Children (N= 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4-5 years and 6-7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation change including health, development, educational, home environment, time-use, and neighbourhood characteristics. Results The significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships.Conclusion Findings suggest that if we are to successfully foster children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.

show abstract

The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses.

Cited by 192 publications

References 124 publications

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

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

Proximal and distal predictors of self-regulatory growth in children aged 4 to 7 years

Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years

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