A Meta-Analysis of the Experimental Evidence on the Near- and Far-Transfer Effects Among Children's Executive Function Skills
A Meta-Analysis of the Experimental Evidence on the Near- and Far-Transfer Effects Among Children's Executive Function Skills
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DOI：
10.1037/bul0000180
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发表时间：
2019-02-01
影响因子：
22.4
通讯作者：
Takacs, Zsofia K.
中科院分区：
文献类型：
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作者：
Kassai, Reka;Futo, Judit;Takacs, Zsofia K.
在本荟萃分析中，我们考察了儿童执行功能技能的训练成分：工作记忆、抑制控制和认知灵活性的近迁移效应和远迁移效应。我们发现了显著的近转移效应（g(+) = 0.44, k = 43, p < .001），表明初步研究中的干预措施成功地训练了目标成分。然而，我们没有发现令人信服的证据表明远迁移（g(+) = 0.11, k = 17, p = 0.11）。也就是说，训练一个组成部分对未训练的组成部分没有显著影响。通过表明在训练的组成部分之外没有普遍的好处，我们质疑孤立地训练特定执行功能技能的实际意义。此外，目前的结果可能解释了工作记忆训练对学业技能没有远迁移效应（Melby-Lervag & Hulme, 2013; Sala & Gobet, 2017）。
In the present meta-analysis we examined the near-and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g(+) = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g(+) = 0.11, k = 17, p = .11). That is, training a component did not have a significant effect on the untrained components. By showing the absence of benefits that generalize beyond the trained components, we question the practical relevance of training specific executive function skills in isolation. Furthermore, the present results might explain the absence of far-transfer effects of working memory training on academic skills (Melby-Lervag & Hulme, 2013; Sala & Gobet, 2017).