The DOI matches its Crossref record; 83 of the 87 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“training procedures targeting specific cognitive abilities (such as WM or IC) allow for more restricted attributions on training-derived transfer effects (Borella et al., 2010; Rueda et al., 2012; Jaeggi et al., 2013) than complex procedures that include multiple cognitive domains”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Rueda et al., 2012
Citations
Cites
James, W. (1891) · Personality Culture Society · doi:10.1037/11059-000 · Cited by 25,876
The attention system of the human brain
Posner, M. I., & Petersen, S. E. (1990) · Annual Review of Neuroscience · doi:10.1146/annurev.ne.13.030190.000325 · Cited by 8,070 · cited 1×
“The third function is carried out by the so-called executive attention network, which involves the anterior cingulate cortex (ACC) and prefrontal regions of the brain (Posner and Petersen, 1990; Posner et al., 2007).”
Effects of noise letters upon the identification of a target letter in a nonsearch task
Eriksen, B. A., & Eriksen, C. W. (1974) · Perception & Psychophysics · doi:10.3758/bf03203267 · Cited by 7,230
Cognitive and emotional influences in anterior cingulate cortex
Bush, G., Luu, P., & Posner, M. I. (2000) · Trends in Cognitive Sciences · doi:10.1016/s1364-6613(00)01483-2 · Cited by 6,259
(2001) · doi:10.1017/cbo9780511546396 · Cited by 4,482
Attention to Action: Willed and Automatic Control of Behavior
Norman, D. A., & Shallice, T. (1986) · Consciousness and Self-Regulation · doi:10.1007/978-1-4757-0629-1_1 · Cited by 4,455
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,453
Handbook of self-regulation: research, theory, and applications
(2005) · Choice Reviews Online · doi:10.5860/choice.42-3719 · Cited by 3,646
Conflict monitoring and anterior cingulate cortex: an update
Botvinick, M. M., Cohen, J. D., & Carter, C. S. (2004) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2004.10.003 · Cited by 3,623
Handbook of emotion regulation
Gross, J. (2014) · Choice Reviews Online · doi:10.5860/choice.52-1127 · Cited by 3,283
Cited by
Sorted by citations
Diamond, A., & Ling, D. S. (2016) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2015.11.005 · Cited by 1,177
The bilingual adaptation: How minds accommodate experience
Bialystok, E. (2017) · Psychological Bulletin · doi:10.1037/bul0000099 · Cited by 906
Watts, T. W., Duncan, G. J., & Quan, H. (2018) · Psychological Science · doi:10.1177/0956797618761661 · Cited by 522
Mechanisms of white matter changes induced by meditation
Tang, Y.-Y., Lu, Q., Fan, M., Yang, Y., & Posner, M. I. (2012) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1207817109 · Cited by 335
Takacs, Z. K., & Kassai, R. (2019) · Psychological Bulletin · doi:10.1037/bul0000195 · Cited by 332
Kassai, R., Futo, J., Demetrovics, Z., & Takacs, Z. K. (2019) · Psychological Bulletin · doi:10.1037/bul0000180 · Cited by 294
Developing Attention: Behavioral and Brain Mechanisms
Posner, M. I., Rothbart, M. K., Sheese, B. E., & Voelker, P. (2014) · Advances in Neuroscience · doi:10.1155/2014/405094 · Cited by 314
Diamond, A. D., & Ling, D. S. (2019) · Oxford University Press eBooks · doi:10.1093/oso/9780199974467.003.0008 · Cited by 343
Rabiner, D. L., Godwin, J. W., & Dodge, K. A. (2016) · School Psychology Review · doi:10.17105/spr45-2.250-267 · Cited by 287
Orienting of Attention: Then and Now
Posner, M. I. (2014) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2014.937446 · Cited by 275
Less-structured time in children's daily lives predicts self-directed executive functioning
Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, H. R., & Munakata, Y. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00593 · Cited by 247
Educational Robotics intervention on Executive Functions in preschool children: A pilot study
Lieto, M., Inguaggiato, E., Castro, E., Cecchi, F., Cioni, G., Dell’Omo, M., Laschi, C., Pecini, C., Santerini, G., Sgandurra, G., et al. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.01.018 · Cited by 232
Traverso, L., Viterbori, P., & Usai, M. C. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00525 · Cited by 230
Scionti, N., Cavallero, M., Zogmaister, C., & Marzocchi, G. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02812 · Cited by 193
Behavioral Inhibition and Developmental Risk: A Dual-Processing Perspective
Henderson, H. A., Pine, D. S., & Fox, N. A. (2014) · Neuropsychopharmacology · doi:10.1038/npp.2014.189 · Cited by 190
The Development of Executive Function
Müller, U., & Kerns, K. A. (2015) · Wiley eBooks · doi:10.1002/9781118963418.childpsy214 · Cited by 176
de Vries, M., Prins, P. J. M., Schmand, B. A., & Geurts, H. M. (2014) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12324 · Cited by 188
Espinet, S. D., Anderson, J. E., & Zelazo, P. D. (2013) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2012.11.009 · Cited by 164
The role of attention control in complex real-world tasks
Draheim, C., Pak, R., Draheim, A. A., & Engle, R. W. (2022) · Psychonomic Bulletin & Review · doi:10.3758/s13423-021-02052-2 · Cited by 172
The Cambridge Handbook of Personality Psychology
(2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822 · Cited by 148
Cognitive training enhances intrinsic brain connectivity in childhood
Astle, D. E., Barnes, J. J., Baker, K., Colclough, G. L., & Woolrich, M. W. (2015) · The Journal of Neuroscience · doi:10.1523/jneurosci.4517-14.2015 · Cited by 123
Kaunhoven, R. J., & Dorjee, D. (2017) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2017.01.007 · Cited by 130
“Training these abilities during pre-adolescence is of great importance as adaptive executive attention skills are needed for school readiness and academic performance (Checa et al., 2008; Posner and Rothbart, 2014; Razza et al., 2010; Rueda et al., 2012; Steinmayr et al., 2010).”
The environment in raising early intelligence: A meta-analysis of the fadeout effect
Protzko, J. (2015) · Intelligence · doi:10.1016/j.intell.2015.10.006 · Cited by 128
Veríssimo, J., Verhaeghen, P., Goldman, N., Weinstein, M., & Ullman, M. T. (2021) · Nature Human Behaviour · doi:10.1038/s41562-021-01169-7 · Cited by 163
The effects of inhibitory control training for preschoolers on reasoning ability and neural activity
Liu, Q., Zhu, X., Ziegler, A., & Shi, J. (2015) · Scientific Reports · doi:10.1038/srep14200 · Cited by 141
Development of attention networks and their interactions in childhood.
Pozuelos, J. P., Paz‐Alonso, P. M., Castillo, A., Fuentes, L. J., & Rueda, M. R. (2014) · Developmental Psychology · doi:10.1037/a0037469 · Cited by 124
Self-citationExecutive function deficits in congenital heart disease: why is intervention important?
Calderon, J., & Bellinger, D. C. (2015) · Cardiology in the Young · doi:10.1017/s1047951115001134 · Cited by 122
The developing brain in a multitasking world
Rothbart, M. K., & Posner, M. I. (2015) · Developmental Review · doi:10.1016/j.dr.2014.12.006 · Cited by 126
Cardoso-Leite, P., & Bavelier, D. (2014) · Current Opinion in Neurology · doi:10.1097/wco.0000000000000077 · Cited by 111
Johann, V. E., & Karbach, J. (2019) · Developmental Science · doi:10.1111/desc.12866 · Cited by 125
Enhancing attention through training
Posner, M. I., Rothbart, M. K., & Tang, Y. (2015) · Current Opinion in Behavioral Sciences · doi:10.1016/j.cobeha.2014.12.008 · Cited by 115
Training on Working Memory and Inhibitory Control in Young Adults
Maraver, M. J., Bajo, M. T., & Gomez-Ariza, C. J. (2016) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2016.00588 · Cited by 96
“The parameter distribution across the levels was manipulated following the procedures used in Rueda et al. (2005, 2012).”
BackgroundMethodResultInfluentialMeditation improves self‐regulation over the life span
Tang, Y., Posner, M. I., & Rothbart, M. K. (2013) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.12227 · Cited by 107
Applying cognitive training to target executive functions during early development
Wass, S. V. (2014) · Child Neuropsychology · doi:10.1080/09297049.2014.882888 · Cited by 101
Kirk, H., Gray, K. M., Riby, D. M., & Cornish, K. M. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.12.026 · Cited by 110
Developing brain networks of attention
Posner, M. I., Rothbart, M. K., & Voelker, P. (2016) · Current Opinion in Pediatrics · doi:10.1097/mop.0000000000000413 · Cited by 95
Murray, J., Theakston, A., & Adrian Wells, A. (2015) · Behaviour Research and Therapy · doi:10.1016/j.brat.2015.11.009 · Cited by 93
Santarnecchi, E., Emmendorfer, A. K., & Pascual‐Leone, Á. (2017) · Intelligence · doi:10.1016/j.intell.2017.04.008 · Cited by 95
Temperament and brain networks of attention
Posner, M. I., & Rothbart, M. K. (2018) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2017.0254 · Cited by 95
Cui, Z., Stiso, J., Baum, G. L., Kim, J. Z., Roalf, D. R., Betzel, R. F., Gu, S., Lu, Z., Xia, C. H., He, X., et al. (2020) · eLife · doi:10.7554/elife.53060 · Cited by 88
How to Make a Young Child Smarter
Protzko, J., Aronson, J. M., & Blair, C. (2013) · Perspectives on Psychological Science · doi:10.1177/1745691612462585 · Cited by 86
Pozuelos, J. P., Cómbita, L. M., Gutiérrez, A. A., Paz‐Alonso, P. M., Conejero, Á., Guerra, S., & Rueda, M. R. (2018) · Developmental Science · doi:10.1111/desc.12756 · Cited by 91
Self-citationMacoun, S. J., Schneider, I., Bedir, B., Sheehan, J. C., & Sung, A. (2020) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-020-04723-w · Cited by 90
Marulis, L. M., Baker, S. T., & Whitebread, D. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2018.12.017 · Cited by 92
Integrating Conflict Detection and Attentional Control Mechanisms
Walsh, B. J., Buonocore, M. H., Carter, C. S., & Mangun, G. R. (2010) · Journal of Cognitive Neuroscience · doi:10.1162/jocn.2010.21595 · Cited by 77
The Role of Intelligence Quotient and Emotional Intelligence in Cognitive Control Processes
Checa, P., & Fernández‐Berrocal, P. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01853 · Cited by 81
Self-citationRohr, C. S., Vinette, S. A., Parsons, K., Cho, I. Y. K., Dimond, D., Benischek, A., Lebel, C. A., Dewey, D., & Bray, S. (2016) · Cerebral Cortex · doi:10.1093/cercor/bhw236 · Cited by 67
Slattery, E. J., O’Callaghan, E., Ryan, P. H., Fortune, D. G., & McAvinue, L. P. (2022) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2022.104633 · Cited by 96
Educational Robotics in Down Syndrome: A Feasibility Study
Bargagna, S., Castro, E., Cecchi, F., Cioni, G., Dario, P., Dell’Omo, M., Lieto, M., Inguaggiato, E., Martinelli, A., Pecini, C., et al. (2018) · Technology Knowledge and Learning · doi:10.1007/s10758-018-9366-z · Cited by 77
Zhang, Q., Wang, C., Zhao, Q., Yang, L., Buschkuehl, M., & Jaeggi, S. M. (2019) · Developmental Science · doi:10.1111/desc.12748 · Cited by 61
“Similarly, Rueda, Checa, and Combita (2012) trained 5-year-old children with the same training program that included a Stroop-like task.”
BackgroundMethodResultInfluentialKorucu, I., Aytürk, E., Finders, J. K., Schnur, G., Bailey, C. S., Tominey, S. L., & Schmitt, S. A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.717317 · Cited by 95
Cutuli, J. J., & Herbers, J. E. (2014) · Cited by 62
Foraster, M., Esnaola, M., López-Vicente, M., Rivas, I., Álvarez‐Pedrerol, M., Persavento, C., Sebastián‐Gallés, N., Pujol, J., Dadvand, P., & Sunyer, J. (2022) · PLoS Medicine · doi:10.1371/journal.pmed.1004001 · Cited by 59
Traverso, L., Viterbori, P., & Usai, M. C. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02053 · Cited by 65
Baniqued, P. L., Allen, C. M., Kranz, M. B., Johnson, K., Sipolins, A., Dickens, C., Ward, N., Geyer, A., & Kramer, A. F. (2015) · PLoS ONE · doi:10.1371/journal.pone.0142169 · Cited by 64
Checa, P., Castellanos, M. C., Gutiérrez, A. A., & Rueda, M. R. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00326 · Cited by 65
Self-citationSuades-González, E., Forns, J., García‐Esteban, R., López-Vicente, M., Esnaola, M., Álvarez‐Pedrerol, M., Júlvez, J., Cáceres, A., Basagaña, X., Sala, A. L., et al. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00655 · Cited by 64
Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children
Barnes, M. A., Klein, A., Swank, P. R., Starkey, P., McCandliss, B. D., Flynn, K. S., Zucker, T. A., Huang, C.-W., Fall, A., & Roberts, G. J. (2016) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2016.1191575 · Cited by 53
Kirk, H., Gray, K. M., Ellis, K., Taffe, J. R., & Cornish, K. M. (2017) · American Journal on Intellectual and Developmental Disabilities · doi:10.1352/1944-7558-122.2.97 · Cited by 61
The Effect of Music Intervention on Attention in Children: Experimental Evidence
糟谷, 由., Zhao, S., & Toichi, M. (2020) · Frontiers in Neuroscience · doi:10.3389/fnins.2020.00757 · Cited by 76
Delalande, L., Moyon, M., Tissier, C., Datin‐Dorrière, V., Guillois, B., Mevell, K., Charron, S., Salvia, É., Poirel, N., Vidal, J., et al. (2019) · Developmental Science · doi:10.1111/desc.12898 · Cited by 62
Liu, W., Tan, L., Dan, H., Chen, N., & Liu, F. (2020) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2020.1818999 · Cited by 51
Protzko, J. (2017) · Developmental Review · doi:10.1016/j.dr.2017.05.001 · Cited by 45
Gerholm, T. N., Kallioinen, P., Tonér, S., Frankenberg, S. J., Kjällander, S., Palmér, A., & Taguchi, H. L. (2019) · BMC Psychology · doi:10.1186/s40359-019-0325-9 · Cited by 48
Which play is better? Different play types and development of executive functions in early childhood
Veraksa, А., Леонидовна, С. В., Veresov, N., & Almazova, O. V. (2022) · International Journal of Early Years Education · doi:10.1080/09669760.2022.2091979 · Cited by 48
Bombonato, C., Lucchese, B. D., Ruffini, C., Lieto, M., Brovedani, P., Sgandurra, G., Cioni, G., & Pecini, C. (2023) · Neuropsychology Review · doi:10.1007/s11065-022-09574-z · Cited by 57
Development in attention functions and social processing: Evidence from the Attention Network Test
Federico, F., Marotta, A., Martella, D., & Casagrande, M. (2016) · British Journal of Developmental Psychology · doi:10.1111/bjdp.12154 · Cited by 45
Attention in the heart of intelligence
Rueda, M. R. (2018) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2018.11.003 · Cited by 42
Self-citationMurray, J., Scott, H., Connolly, C. M., & Adrian Wells, A. (2018) · Behaviour Research and Therapy · doi:10.1016/j.brat.2018.02.003 · Cited by 42
Training of Executive Functions in Children: A meta-analysis of cognitive training interventions
Birtwistle, E., Chernikova, O., Wünsch, M., & Niklas, F. (2025) · SAGE Open · doi:10.1177/21582440241311060 · Cited by 54
Developing self-regulation in early childhood
Posner, M. I., Rothbart, M. K., & Tang, Y. (2013) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2013.09.001 · Cited by 42
Δημητρίου, Α., Spanoudis, G. C., Christou, C., Greiff, S., Makris, N., Vainikainen, M., Golino, H. F., & Gonida, E. Ν. (2022) · Psychological Review · doi:10.1037/rev0000399 · Cited by 43
Narrowing the achievement gap in low-achieving children by targeted executive function training
Wang, C., Jaeggi, S. M., Yang, L., Zhang, T., He, X., Buschkuehl, M., & Zhang, Q. (2019) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.06.002 · Cited by 43
Attentional network deficits in children with autism spectrum disorder
Mutreja, R., Craig, C. M., & O’Boyle, M. W. (2015) · Developmental Neurorehabilitation · doi:10.3109/17518423.2015.1017663 · Cited by 39
Twait, E. L., Farah, R., Shamir, N., & Horowitz‐Kraus, T. (2019) · Acta Paediatrica · doi:10.1111/apa.14841 · Cited by 40
Pietto, M. L., Giovannetti, F., Segretin, M. S., Belloli, L. M. L., Lopez‐Rosenfeld, M., Goldin, A. P., Slezak, D. F., Kamienkowski, J. E., & Lipina, S. J. (2018) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2018.11.004 · Cited by 36
Faja, S., Clarkson, T., Gilbert, R. K., Vaidyanathan, A., Greco, G., Rueda, M. R., Cómbita, L. M., & Driscoll, K. (2021) · Autism · doi:10.1177/13623613211014990 · Cited by 39
Self-citationBen‐Eliyahu, A., & Zeidner, M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.041 · Cited by 33
Khng, K. H., & Mane, R. (2020) · Advanced Engineering Informatics · doi:10.1016/j.aei.2020.101106 · Cited by 30
Jogos Digitais na Escola: aprimorando a atenção e a flexibilidade cognitiva
Ramos, D. K., & Segundo, F. R. (2018) · Educação & Realidade · doi:10.1590/2175-623665738 · Cited by 29
Δημητρίου, Α., Golino, H. F., Spanoudis, G. C., Makris, Ν., & Greiff, S. (2021) · Intelligence · doi:10.1016/j.intell.2021.101562 · Cited by 29
Forssman, L., & Wass, S. V. (2017) · Child Development · doi:10.1111/cdev.12812 · Cited by 29
DeYoung, C. G., & Blain, S. D. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.026 · Cited by 34
Veraksa, А., Veresov, N., Леонидовна, С. В., Gavrilova, M., & Plotnikova, V. A. (2023) · International Journal of Early Childhood · doi:10.1007/s13158-023-00377-8 · Cited by 28
Augmenting intelligence: Developmental limits to learning-based cognitive change
Papageorgiou, E., Christou, C., Spanoudis, G. C., & Δημητρίου, Α. (2016) · Intelligence · doi:10.1016/j.intell.2016.02.005 · Cited by 29
Enhanced default mode connectivity predicts metacognitive accuracy in traumatic brain injury.
Grossner, E. C., Bernier, R. A., Brenner, E. K., Chiou, K. S., Hong, J. S., & Hillary, F. G. (2019) · Neuropsychology · doi:10.1037/neu0000559 · Cited by 29
Levinson, O., Hershey, A., Farah, R., & Horowitz‐Kraus, T. (2018) · Brain Connectivity · doi:10.1089/brain.2018.0595 · Cited by 25
Does mindfulness meditation improve attention in attention deficit hyperactivity disorder?
Modesto‐Lowe, V. (2015) · World Journal of Psychiatry · doi:10.5498/wjp.v5.i4.397 · Cited by 30
Strengths and weakness of neuroscientific investigations of childhood poverty: future directions
Lipina, S. J., & Segretin, M. S. (2015) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2015.00053 · Cited by 25
Farah, R., & Horowitz‐Kraus, T. (2019) · Brain Connectivity · doi:10.1089/brain.2018.0625 · Cited by 26
Gamified Attention Training in the Primary School Classroom: A Cluster-Randomized Controlled Trial
Kirk, H., Spencer‐Smith, M. M., Wiley, J. F., & Cornish, K. M. (2019) · Journal of Attention Disorders · doi:10.1177/1087054719887435 · Cited by 30
Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers
Romero-López, M., Pichardo, M. C., Serrano, J. B., & García-Berbén, T. (2020) · Sustainability · doi:10.3390/su12114408 · Cited by 32
At the nexus of neuroscience and education
Blakemore, S.-J., & Bunge, S. A. (2012) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2012.01.001 · Cited by 25
How do different components of Effortful Control contribute to children’s mathematics achievement?
Sánchez‐Pérez, N., Fuentes, L. J., Pina, V., López-López, J. A., & González-Salinas, C. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01383 · Cited by 26
Peng, J., Mo, L., Huang, P., & Zhou, Y. (2017) · Cognitive Development · doi:10.1016/j.cogdev.2017.05.006 · Cited by 29
Mindfulness training can improve 3-and 4-year-old children’s attention and executive function
Quan, L., Yanan, S., Bin, L., & Tingyong, F. (2019) · Acta Psychologica Sinica · doi:10.3724/sp.j.1041.2019.00324 · Cited by 27
Naps Enhance Executive Attention in Preschool-Aged Children
Cremone, A., McDermott, J. M., & Spencer, R. M. C. (2017) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jsx048 · Cited by 26
Cognitive Development and Culture
Gauvain, M., & Perez, S. M. (2015) · Wiley eBooks · doi:10.1002/9781118963418.childpsy220 · Cited by 23
A literature review on the effects of exergames on executive function in youth.
Eng, C. M., Flynn, R. M., Thiessen, E. D., & Fisher, A. V. (2023) · Technology Mind and Behavior · doi:10.1037/tmb0000118 · Cited by 29
Reisenzein, R., Hildebrandt, A., & Weber, H. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108264822.009 · Cited by 26
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
