The malleability of executive function in early childhood: Effects of schooling and targeted training.

ABSTRACT: Executive function (EF), its importance for scholastic achievement and the question of whether or not EF is malleable, have become a topic of intense interest. Education or schooling is often seen as effective approaches to enhance EF due to the specific school-related requirements as compared to kindergarten or pre-school. However, no study to date has investigated whether targeted training focusing on those domains might be comparable with regular schooling in improving EF and fluid intelligence (Gf). The aim of the present study was to replicate and extend the previously demonstrated schooling effects on EF by using a school-cutoff design, and to further investigate whether a theoretically motivated intervention targeting specific EF, i.e., working memory (WM) or inhibitory control (IC)

SUBMITTER: Zhang Q 

PROVIDER: S-EPMC6408936 | biostudies-literature | 2019 Mar

REPOSITORIES: biostudies-literature