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Cited by 331Cognitive Abilities and TestingNeural and Behavioral Psychology StudiesDevelopmental and Educational Neuropsychology

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.

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Rueda, M. Rosario, Checa, Puri, Cómbita, Lina M.·2012·Developmental Cognitive Neuroscience
DOI 10.1016/j.dcn.2011.09.004PMC PMC6987678
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Abstract

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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Metadata

Authors
Rueda, M. R., Checa, P., & Cómbita, L. M.
Affiliations
Universidad de Granada (ES)
Corresponding author
Rueda, M. Rosario
ORCID
Venue
Developmental Cognitive Neuroscience
Publisher
Elsevier BV
Published
2012-02
Volume
2
Pages
S192-S204
ISSN
1878-9293 (ISSN-L)
DOI
10.1016/j.dcn.2011.09.004
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
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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