Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions.
Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions.
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DOI：
10.3390/children9101501
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发表时间：
2022-09-30
期刊：
影响因子：
2.4
通讯作者：
Lu, Jinjin
中科院分区：
文献类型：
--
作者：
Jiang, Han;Johnstone, Stuart J.;Lu, Jinjin
关键词：
神经认知训练已被证明可以改善儿童的一系列认知/执行功能和行为。在学校范围内提供这种培训可能会提高其生态有效性，并改善培训成果。本研究探讨了两种以学校为基础的神经认知训练方法对提高典型发育儿童执行功能（EF）的有效性：无教师正反馈的神经认知训练（NCT）和教师正反馈的神经认知训练（NCT-TPF）。采用随机对照设计，将45名儿童随机分配到无训练对照组、NCT组或NCT-TPF组，并完成对抑制控制、工作记忆和任务转换等核心执行功能（EF）领域的训练前和训练后评估。通过调查教师对两种培训方案的主观接受程度，探讨其潜在的生态效度。两个培训组在幼儿园完成了为期3周的6次培训。结果显示，与对照组相比，两个训练组在未经训练的抑制控制任务中的训练后显著改善。不同的效果，为未经训练的任务转换任务的每个组。虽然NCT-TPF组报告了时间2时正确颜色和形状试验的反应时间（RT）缩短，但NCT组与对照组相比无差异。NCT组在Switch试验中显示RT增加，但在时间2时与对照组相比形状错误减少，而这些效应对于NCT-TPF组并不显著。一个意想不到的结果是，两种训练条件下的儿童在未经训练的工作记忆任务中没有表现出显着的改善。教师的主观接受一致支持将积极反馈作为NCT的一部分。虽然还需要进一步的研究，这些结果支持使用神经认知训练和/或神经认知训练与教师的积极反馈，典型的发展中国家的儿童在学校的情况下。
Neurocognitive training has been shown to improve a range of cognitive/executive functions and behavior in children. Delivering this training in a school context may enhance its ecological validity and improve training outcomes. The current study examined the efficacy of two school-based neurocognitive training approaches for enhancing executive functions (EF) in typically developing children: neurocognitive training with no teacher positive feedback (NCT), and neurocognitive training with teacher positive feedback (NCT-TPF). Using a randomized control design, 45 children were randomly allocated to the no-training control, NCT, or NCT-TPF group and completed pre- and post-training assessments on the core executive function (EF) domains of inhibitory control, working memory, and task switching. Teachers’ subjective acceptance of the two training protocols was investigated to explore potential ecological validity. The two training groups completed six sessions of training in a kindergarten over a 3-week period. The results showed significant post-training improvements in an untrained inhibitory control task for both training groups when compared with the control group. Different effects were found for each group for the untrained task switching task. While reduced reaction time (RT) in correct Color and Shape trials at Time 2 were reported for the NCT-TPF group, there was no difference compared to the control group for the NCT group. The NCT group showed increased RT in Switch trials but reduced Shape errors compared to controls at Time 2, while these effects were not significant for the NCT-TPF group. An unexpected outcome was that children in both training conditions did not show a significant improvement in an untrained working memory task. Teachers’ subjective acceptance consistently supported including positive feedback as part of NCT. While further research is needed, these results support use of neurocognitive training and/or neurocognitive training with teacher positive feedback for typically developing children in a school context.
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影响因子：
6.9
作者：
Chacko A;Kofler M;Jarrett M
通讯作者：
Jarrett M
培训执行职能以提高学术成就：解决途径远远转移。
影响因子：
3.8
作者：
Gunzenhauser C;Nückles M
通讯作者：
Nückles M
影响因子：
3
作者：
Escolano, C.;Navarro-Gil, M.;Minguez, J.
通讯作者：
Minguez, J.
影响因子：
2
作者：
Johnstone, Stuart J.;Blackman, Russell;Bruggemann, Jason M.
通讯作者：
Bruggemann, Jason M.
DOI：
10.1007/s12402-011-0069-8
发表时间：
2012-03-01
期刊：
ADHD-ATTENTION DEFICIT AND HYPERACTIVITY DISORDERS
影响因子：
--
作者：
Johnstone, Stuart J.;Roodenrys, Steven;Barratt, Michelle F.
通讯作者：
Barratt, Michelle F.