The Effect of Metacognitive Executive Function Training on Children's Executive Function, Proactive Control, and Academic Skills

被引:5
作者
Kubota, Maki [1 ,7 ]
Hadley, Lauren V. [2 ]
Schaeffner, Simone [3 ]
Konen, Tanja [3 ]
Meaney, Julie-Anne [4 ]
Morey, Candice C. [5 ]
Auyeung, Bonnie [4 ]
Moriguchi, Yusuke [6 ]
Karbach, Julia [3 ]
Chevalier, Nicolas [4 ]
机构
[1] UiT Arctic Univ Norway, Dept Languages & Culture, Tromso, Norway
[2] Univ Nottingham, Fac Med & Hlth Sci, Hearing Sci Scottish Sect, Nottingham, England
[3] Univ Koblenz Landau, Dept Psychol, Mainz, Germany
[4] Univ Edinburgh, Dept Psychol, Edinburgh, Scotland
[5] Cardiff Univ, Coll Biomed & Life Sci, Sch Psychol, Cardiff, Wales
[6] Joetsu Univ Educ, Dept Sch Educ, Joetsu, Japan
[7] UiT Arctic Univ Norway, Dept Languages & Culture, Hansine Hansens Veg 18, N-9019 Tromso, Norway
基金
英国经济与社会研究理事会;
关键词
metacognitive training; executive function; socioeconomic status; academic skills; cognitive development; WORKING-MEMORY; READING-COMPREHENSION; INTELLIGENCE; ADHD; INTERVENTION; IMPROVEMENTS; ADOLESCENTS; PERFORMANCE; INHIBITION; COMPETENCE;
D O I
10.1037/dev0001626
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, M-age = 8.70 years) were assigned randomly to the three training groups: (a) metacognitive training of basic EF processes (meta-EF), (b) training of basic EF processes (basic-EF), and (c) active controls (active control). They underwent 16 training sessions over the course of 2 months. No effects of EF and/or metacognitive training were found for academic outcomes. However, both meta-EF and basic-EF groups demonstrated greater gains than the active control group on proactive control engagement and WM, suggesting that EF training promotes a shift to more mature ways of engaging EF. Our findings suggest minimal near- and far-transfer effects of metacognitive training but highlight that proactive engagement of EF can be promoted through EF training in children.
引用
收藏
页码:2002 / 2020
页数:19
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