Training and transfer effects of executive functions in preschool children
Abstract
Executive functions, including working memory and inhibition, are of central importance to much of human behavior. Interventions intended to improve executive functions might therefore serve an important purpose. Previous studies show that working memory can be improved by training, but it is unknown if this also holds for inhibition, and whether it is possible to train executive functions in preschoolers. In the present study, preschool children received computerized training of either visuo‐spatial working memory or inhibition for 5 weeks. An active control group played commercially available computer games, and a passive control group took part in only pre‐ and posttesting. Children trained on working memory improved significantly on trained tasks; they showed training effects on non‐trained tests of spatial and verbal working memory, as well as transfer effects to attention. Children trained on inhibition showed a significant improvement over time on two out of three trained task paradigms, but no significant improvements relative to the control groups on tasks measuring working memory or attention. In neither of the two interventions were there effects on non‐trained inhibitory tasks. The results suggest that working memory training can have significant effects also among preschool children. The finding that inhibition could not be improved by either one of the two training programs might be due to the particular training program used in the present study or possibly indicate that executive functions differ in how easily they can be improved by training, which in turn might relate to differences in their underlying psychological and neural processes.
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Inhibitory skills could be trained in preschoolers.
“even though it has been reported that inhibitory skills could be trained in preschoolers (e.g., Thorell et al., 2009)”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Thorell et al., 2009
In preschoolers, an inhibition intervention improved only the trained inhibitory control tasks.
“The children who received the inhibition intervention only showed improved functioning in trained inhibitory control tasks.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Thorell, Lindqvist, Bergman Nutley, Bohlin, & Klingberg, 2009
Cognitive training in preschoolers that targets attentional control and working memory is effective at least in the short term.
“While this is a controversial area of research and practice, a couple of studies have shown cognitive training in preschoolers focusing on attentional control and working memory to be effective, at least in the short-term.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Thorell, Lindqvist, Bergman Nutley, Bohlin, & Klingberg, 2009
In preschoolers, a working memory intervention improved trained and untrained working memory and attentional control tasks, but not untrained inhibitory control tasks.
“In contrast to children in control conditions, children who received the working memory intervention showed improvements in trained and non-trained working memory tasks as well as in attentional control tasks, but no effects in non-trained inhibitory control tasks.”
From Assessing Executive Function in Preschoolers (2012) · cites this paper as Thorell, Lindqvist, Bergman Nutley, Bohlin, & Klingberg, 2009
Very few studies have directly compared the effects of WM and IC training across tasks.
“to date very few studies have directly compared the effects of WM and IC training across tasks (see Thorell et al., 2009 for a comparison between WM and IC training in preschoolers).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Thorell et al., 2009
Far transfer effects after training WM, IC, or attention are still limited and inconclusive.
“Although plenty of studies have found near transfer effects after training WM, IC, or attention, far transfer effects are still limited and inconclusive (Thorell et al., 2009; Spierer et al., 2013; Sprenger et al., 2013; Enge et al., 2014; Schwaighofer et al., 2015; Melby-Lervåg et al., 2016).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Thorell et al., 2009
Some studies have failed to find behavioral transfer effects after training IC, while others have found positive near and far transfer effects after task-switching training across the lifespan of healthy individuals.
“Although several of these studies have failed to find behavioral transfer effects after training IC (Thorell et al., 2009; Berkman et al., 2014; Enge et al., 2014), others have found positive near and far transfer effects after task-switching training across the lifespan of healthy individuals (Karbach and Kray, 2009)”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Thorell et al., 2009
Training effects generalize and transfer to non-trained tasks that involve the targeted training domain and the underlying trained brain areas (near transfer).
“As a consequence, training effects would generalize and transfer to non-trained tasks that also involve the targeted training domain, and the underlying trained brain areas (near transfer) (Lee et al., 2007; Thorell et al., 2009; Borella et al., 2014; Beauchamp et al., 2016).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Thorell et al., 2009
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- Authors
- Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T.
- Affiliations
- Karolinska Institutet (SE)
- Uppsala University (SE)
- Corresponding author
- Thorell, Lisa B.
- Venue
- Developmental Science
- Publisher
- Wiley
- Published
- 2008-12-22
- Volume
- 12
- Issue
- 1
- Pages
- 106-113
- ISSN
- 1363-755X (ISSN-L)
- 1467-7687
- OpenAlex
- W2100160489
- Semantic Scholar
- 1239d396ee59643bd34fb43505ec9fe4d29e4668
- Cited by
- 1,041
- References
- 49
- Citations by year
- 2026: 19 · 2025: 36 · 2024: 28 · 2023: 40 · 2022: 40 · 2021: 60 · 2020: 104 · 2019: 72 · 2018: 82 · 2017: 69 · 2016: 63 · 2015: 87 · 2014: 85 · 2013: 84 · 2012: 67
- FWCI
- 47.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Science (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Vårdalstiftelsen
- Forskningsrådet för Arbetsliv och Socialvetenskap
- Knut och Alice Wallenbergs Stiftelse
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- executive function, working memory training, inhibition training, preschool children, transfer effects, visuospatial working memory, verbal working memory, attention, computer-based training, cognitive training
- MeSH terms
- Attention, Child Development, Child, Preschool, Cognition, Female, Humans, Inhibition, Psychological, Learning, Male, Memory, Problem Solving, Psychological Tests
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