Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer.
Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer.
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培训执行职能以提高学术成就：解决途径远远转移。
DOI：
10.3389/fpsyg.2021.624008
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发表时间：
2021
影响因子：
3.8
通讯作者：
Nückles M
中科院分区：
文献类型：
--
作者：
Gunzenhauser C;Nückles M
训练执行功能的目的通常是提高实现现实生活目标的能力，例如学术成就，即远迁移。尽管许多执行功能培训在改善执行功能方面取得了成功，但远转移更难以实现（参见）。在这篇透视文章中，我们重点关注执行功能培训向学业表现的转变。首先，我们理清转移问题的可能根源。我们认为，执行功能可以通过两种特定途径促进学业成绩，即与学习相关的行为和与学习相关的认知。此外，我们讨论特定领域的因素（例如特定任务的需求和先验知识）如何影响执行功能在该领域学习的成功应用。其次，我们讨论如何利用学校环境来加强执行功能培训，并采取促进学业成绩远期转移的方法。具体来说，我们建议将培训执行功能作为提高学业成绩的一种手段，对于年轻学生来说最有前途，因为对于他们来说，正规学校教育的行为和特定领域的认知需求都是相当新的挑战。此外，我们概述了通过告知学生这些技能与学习相关行为的具体相关性，并让他们在这种真实的条件下练习执行功能，可以支持学生远距离迁移受过训练的执行功能。此外，我们建议，为了促进执行功能培训在短期干预之外的持续效果，教师应该有能力考虑可能促进和支持学生掌握特定主题的具体执行功能组成部分。
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.). 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.
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影响因子：
3.7
作者：
Blair C;Raver CC
通讯作者：
Raver CC
影响因子：
3.6
作者：
Best, John R.;Miller, Patricia H.;Naglieri, Jack A.
通讯作者：
Naglieri, Jack A.
展示的干预措施有助于4至12岁儿童的执行功能发展。
DOI：
10.1126/science.1204529
发表时间：
2011-08-19
期刊：
Science (New York, N.Y.)
影响因子：
--
作者：
Diamond A;Lee K
通讯作者：
Lee K
影响因子：
2.2
作者：
Gerst, Elyssa H.;Cirino, Paul T.;Yoshida, Hanako
通讯作者：
Yoshida, Hanako
影响因子：
3.7
作者：
Blair, Clancy;McKinnon, Rachel D.;Daneri, M. Paula
通讯作者：
Daneri, M. Paula