Enhanced efficiency of the executive attention network after training in preschool children: immediate changes and effects after two months.
Open accessAbstract
Executive attention is involved in the regulation of thoughts, emotions and responses. This function experiences major development during preschool years and is associated to a neural network involving the anterior cingulate cortex and prefrontal structures. Recently, there have been some attempts to improve attention and other executive functions through training. In the current study, a group of 5 years old children (n=37) were assigned to either a training-group who performed ten sessions of computerized training of attention or a non-trained control group. Assessment of performance in a range of tasks, targeting attention, intelligence and regulation of affect was carried out in three occasions: (1) before, (2) after, and (3) two months after completion of training. Also, brain function was examined with a high-density electroencephalogram system. Results demonstrate that trained children activate the executive attention network faster and more efficiently than untrained children, an effect that was still observed two months after without further training. Also, evidence of transfer of attention training to fluid intelligence and, to a lesser degree, to regulation of affect was observed. Results show that efficiency of the brain system underlying self-regulation can be enhanced by experience during development, providing opportunities for curricular improvement.
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Training procedures targeting specific cognitive abilities allow more restricted attributions on training-derived transfer effects than complex procedures that include multiple cognitive domains.
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From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Rueda et al., 2012
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- Authors
- Rueda, M. R., Checa, P., & Cómbita, L. M.
- Affiliations
- Universidad de Granada (ES)
- Corresponding author
- Rueda, M. Rosario
- Venue
- Developmental Cognitive Neuroscience
- Publisher
- Elsevier BV
- Published
- 2012-02
- Volume
- 2
- Pages
- S192-S204
- ISSN
- 1878-9293 (ISSN-L)
- PMC
- PMC6987678
- OpenAlex
- W2005849361
- Cited by
- 331
- References
- 87
- Citations by year
- 2026: 7 · 2025: 15 · 2024: 17 · 2023: 23 · 2022: 21 · 2021: 27 · 2020: 62 · 2019: 37 · 2018: 27 · 2017: 24 · 2016: 15 · 2015: 24 · 2014: 16 · 2013: 8 · 2012: 6
- FWCI
- 12.37
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Developmental Cognitive Neuroscience (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- RODIN (Universidad de Cádiz) (submittedVersion, other-oa)
- Funders
- Spanish Ministry of Science and Innovation (PSI2008.02955)
- Consolider Ingenio 2010 Program of the MICINN on Cognition and Education
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- executive attention, attention training, preschool children, fluid intelligence, emotion regulation, self-regulation, anterior cingulate cortex, prefrontal cortex, neural efficiency, transfer of training, computer-based training, EEG, cognitive development
- MeSH terms
- Affect, Analysis of Variance, Attention, Brain, Child, Preschool, Choice Behavior, Computer-Assisted Instruction, Electroencephalography, Female, Humans, Intelligence, Learning, Male, Thinking, Case-Control Studies, Event-Related Potentials, P300, Executive Function
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