scholarly journals Effectiveness of an Executive Function Training in Italian Preschool Educational Services and Far Transfer Effects to Pre-academic Skills

2019 ◽  
Vol 10 ◽  
Author(s):  
Laura Traverso ◽  
Paola Viterbori ◽  
Maria Carmen Usai
Keyword(s):  
Executive Function ◽  
Academic Skills ◽  
Educational Services ◽  
Transfer Effects ◽  
Far Transfer ◽  
Executive Function Training

Near- and far-transfer effects of an executive function intervention for 2nd to 5th-grade struggling readers

2020 ◽  
Vol 56 ◽  
pp. 100932
Author(s):  
Kelly B. Cartwright ◽  
Allison M. Bock ◽  
Janelle H. Clause ◽  
Elizabeth A. Coppage August ◽  
Heather G. Saunders ◽  
...  
Keyword(s):  
Executive Function ◽  
Struggling Readers ◽  
Transfer Effects ◽  
Far Transfer ◽  
5Th Grade

scholarly journals Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer

2021 ◽  
Vol 12 ◽  
Author(s):  
Catherine Gunzenhauser ◽  
Matthias Nückles
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
School Setting ◽  
Real Life ◽  
Formal Schooling ◽  
Far Transfer ◽  
Domain Specific ◽  
Executive Function Training

The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter.

Attempting to Improve Attention Through Executive Function Training

2013 ◽  
Author(s):  
Meredith Minear ◽  
Mandy Brasher ◽  
Andrew Moore ◽  
Mindi Price ◽  
Joshua Sukeena
Keyword(s):  
Executive Function ◽  
Executive Function Training

scholarly journals The effects of combined cognitive training on prospective memory in older adults with mild cognitive impairment

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Yifan Chen ◽  
Wei Zhou ◽  
Zijing Hong ◽  
Rongrong Hu ◽  
Zhibin Guo ◽  
...  
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Executive Function ◽  
Cognitive Training ◽  
Prospective Memory ◽  
Training Group ◽  
Strategy Training ◽  
Control Group ◽  
Executive Function Training ◽  
Encoding Strategy

AbstractThis study aimed to assess the effects of combined cognitive training on prospective memory ability of older adults with mild cognitive impairment (MCI). A total of 113 participants were divided into a control group and three intervention groups. Over three months, the control group received only community education without any training, whereas for the first six weeks, an executive function training group received executive function training, a memory strategy training group received semantic encoding strategy training, and the combined cognitive training group received executive function training twice a week for the first six weeks, and semantic encoding strategy training twice a week for the next six weeks. The combined cognitive training group showed improvement on the objective neuropsychological testing (Montreal Cognitive Assessment scale). The memory strategy training group showed improvement on the self-evaluation scales (PRMQ-PM). Combined cognitive training improved the prospective memory and cognitive function of older adults with MCI.

Working memory training in post-stroke aphasia: Near and far transfer effects

2021 ◽  
Vol 89 ◽  
pp. 106077
Author(s):  
Maryam Nikravesh ◽  
Mahshid Aghajanzadeh ◽  
Saman Maroufizadeh ◽  
Arezoo Saffarian ◽  
Zahra Jafari
Keyword(s):  
Working Memory ◽  
Working Memory Training ◽  
Memory Training ◽  
Transfer Effects ◽  
Far Transfer ◽  
Post Stroke

Near- and Far-Transfer Effects of Working Memory Updating Training in Elderly Adults

2014 ◽  
Vol 28 (3) ◽  
pp. 403-408 ◽  
Author(s):  
Zhao Xin ◽  
Zhou-Ren Lai ◽  
Fu. Li ◽  
Joseph H. R. Maes
Keyword(s):  
Working Memory ◽  
Elderly Adults ◽  
Transfer Effects ◽  
Far Transfer ◽  
Memory Updating ◽  
Working Memory Updating
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