Training and transfer effects of extensive task-switching training in students

Zhao, Xiaojie; Wang, Haien; Maes, J.H.R.

doi:10.1007/s00426-018-1059-7

Cited by 15 publications

(24 citation statements)

References 47 publications

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“…In this respect, studies on the trainability of cognitive flexibility already showed promising results (e.g. Grönholm-Nyman et al 2017;Zhao et al 2018). Further, current treatments for chronic pain such as mindfulnessbased interventions that aim at increasing EF and/or cognitive flexibility (Gallant 2016;Moynihan et al 2013;Ortner et al 2007) offer interesting new angles for future research on the relationship between EF and pain.…”

Section: Discussionmentioning

confidence: 99%

Emotional flexibility and recovery from pain

2018

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This study aimed to investigate the relationship between two aspects of emotional flexibility (EF, i.e. flexible emotional responsiveness and affective flexibility) and tolerance for, and recovery from, experimentally-induced pain. Fifty-two adults completed a flexible emotional responsiveness task in which emotional responses on multiple dimensions were registered while watching positive and negative pictures. Affective flexibility was measured using a switching task with positive and negative pictures. Pain tolerance was assessed as the time participants endured an ischemic pain task and total time until recovery in terms of pain intensity and pain unpleasantness was registered. Flexible emotional responsiveness-reflected in divergent corrugator responses to positive and negative stimuli-was associated with faster recovery from pain unpleasantness. Affective flexibility was associated with recovery in terms of pain intensity, with faster switches from neutral towards affective aspects of positive stimuli being predictive of faster recovery. Results did not provide evidence for an association between EF and pain tolerance. The findings suggest that EF may protect against pain persistence.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Discussionmentioning

confidence: 99%

Emotional flexibility and recovery from pain

2018

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“…The EF tasks are briefly described below; for further details see Zhao, Chen, and Maes (2018) and Zhao, Wang, and Maes (2018). In addition to these tasks, the participants also performed an IQ test but the corresponding data were not used because of the use of different tests for the age groups, complicating a direct comparison.…”

Section: Ef Tasksmentioning

confidence: 99%

Age Differences in Prospective Memory: A Further Evaluation of the Executive Framework

Zhao

et al. 2019

Journal of Cognition and Development

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According to the executive framework of prospective memory (PM), age-related differences in PM performance are mediated by agerelated differences in executive functioning (EF). The present study further explored this framework by examining which specific components of EF are associated with PM differences between and within three age groups. A group of children (7-9 years; N = 108), adolescents (12-14 years; N = 112), and adults (17-23 years; N = 106) performed focal-and non-focal event-based PM (EBPM) tasks, a time-based PM (TBPM) task, and tasks measuring EF components. Differences between age groups in focal EBPM, non-focal EBPM, and TBPM performance were mediated by, respectively, differences in interference control and response inhibition, performance on the ongoing task, and differences in working memory and response inhibition. However, within-age group analyses only revealed WM updating as significant predictor of TBPM performance in the adolescent group. These results support and further qualify the executive framework of PM. The differences in outcome dependent on the examined age range might be important for explaining mixed results of previous studies regarding the precise EF components underlying age-related PM task performance differences. Prospective memory (PM) refers to the ability to realize a delayed intention by "remembering to remember" to perform a future action (Ellis, 1996). PM is crucial for many daily-life tasks and involves different phases, specifically, the formation, retention, initiation, and execution of the intention (Kliegel, Martin, McDaniel, & Einstein, 2002). PM has a retrospective component, remembering what specific action to perform, next to a prospective component, remembering that a specific action must be performed (Einstein & McDaniel, 1996). In addition, a distinction can be made between event-based PM (EBPM) and time-based PM (TBPM), which refers to the type of cue that triggers execution of the intended action (Brandimonte, Einstein, & McDaniel, 1996). In EBPM, this concerns an external cue, such as when remembering to buy bread upon passing a bakery. In TBPM, the intention has to be realized at a specific time or period of time, such as to remember to take medicine in time. PM and executive functions According to an influential theory in the field, the multiprocess theory, PM tasks may require relatively automatic or strategic processes, depending, among other factors, on features of the

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“…For instance, von Bastian and Oberauer (2013) reported no evidence for far-transfer effects on reasoning, inhibition, and working memory after cue-based task-switching training in adults. Zhao et al (2018) discovered no far-transfer effects on untrained EF tasks and general IQ after extensive task-switching training in adults, while shortlived transfer effects on working memory were found for young children. On the contrary, Karbach and Kray (2009) studied children aged from seven to nine years, asking them to perform two simple decision tasks (A and B) and switch between them at a specific signal.…”

Section: Cognitive Training and Efmentioning

confidence: 87%

Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: a randomized experimental study

Poon

Chu

et al. 2020

Journal of Cognitive Psychology

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Most empirical studies on executive function (EF) and socioeconomically disadvantaged children are largely restricted to understanding and confirming the link between them. The current study extended previous research by examining the near-transfer of taskswitching training to a structurally similar new switching task, and far-transfer to a structurally dissimilar EF task (i.e. inhibition and working memory) and academic performance through a 4-week task-switching training programme using a randomised experimental design. Fifty low SES primary school students (M age = 8.6 years, SD = 0.7) in Hong Kong participated in pretest, posttest, and a one-year followup on task-switching performance, EF, and academic performance in three core subjects. Results showed that compared to an inactive control group, the app training group showed improved performance in similar (untrained task-switching) and dissimilar (inhibition) EF tasks even at one-year follow-up. No training effect was found at posttest and in academic performance. Potential implications for future research in task-switching training are discussed.

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Training and transfer effects of extensive task-switching training in students

Cited by 15 publications

References 47 publications

Emotional flexibility and recovery from pain

Emotional flexibility and recovery from pain

Age Differences in Prospective Memory: A Further Evaluation of the Executive Framework

Transferability and sustainability of task-switching training in socioeconomically disadvantaged children: a randomized experimental study

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