Can Task-Switching Training Enhance Executive Control Functioning in Children with Attention Deficit/-Hyperactivity Disorder?
Open accessAbstract
The key cognitive impairments of children with attention deficit/-hyperactivity disorder (ADHD) include executive control functions such as inhibitory control, task-switching, and working memory (WM). In this training study we examined whether task-switching training leads to improvements in these functions. Twenty children with combined type ADHD and stable methylphenidate medication performed a single-task and a task-switching training in a crossover training design. The children were randomly assigned to one of two groups. One group started with the single-task training and then performed the task-switching training and the other group vice versa. The effectiveness of the task-switching training was measured as performance improvements (relative to the single-task training) on a structurally similar but new switching task and on other executive control tasks measuring inhibitory control and verbal WM as well as on fluid intelligence (reasoning). The children in both groups showed improvements in task-switching, that is, a reduction of switching costs, but not in performing the single-tasks across four training sessions. Moreover, the task-switching training lead to selective enhancements in task-switching performance, that is, the reduction of task-switching costs was found to be larger after task-switching than after single-task training. Similar selective improvements were observed for inhibitory control and verbal WM, but not for reasoning. Results of this study suggest that task-switching training is an effective cognitive intervention that helps to enhance executive control functioning in children with ADHD.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
Only Kray et al. investigated effects of a cognitive flexibility training in children with ADHD; they found placebo-controlled effects on untrained EF performance (interference control), but did not investigate effects on behavior.
“Only Kray et al. [23] investigated effects of a cognitive flexibility training in children with ADHD; they found placebo-controlled effects on untrained EF performance (i.e., interference control), but they did not investigate effects on behavior.”
Most previous placebo controlled EF training studies find differential treatment effects on outcome measures of trained EFs, although Kray et al. found no significant differences on cognitive flexibility.
“Most of these studies find differential treatment effects on outcome measures of trained EFs (although Kray et al. [23], as in the present study, found no significant differences on cognitive flexibility).”
Previous EF training studies in children with ADHD have found differential effects on interference control.
“Although some previous EF training studies in children with ADHD have found differential effects on interference control [23], [30]”
The use of an identical, non-child-friendly training setting in Karbach and Kray (2009) and Kray et al. (2012) resulted in a relatively high drop-out rate, at least in the ADHD study.
“This resulted in a relatively high drop-out rate, at least in the ADHD study.”
From Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood (2014) · cites this paper as Kray et al., 2012
Comparable performance gains from a task-switching training on inhibition and verbal working memory were found for children with attention deficit-/hyperactivity disorder (ADHD; age range 7-12 years).
“Comparable performance gains from a task-switching training on inhibition and verbal WM were also found for children with attention deficit-/hyperactivity disorder (ADHD; age range: 7–12 years; Kray et al., 2012).”
From Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood (2014) · cites this paper as Kray et al., 2012
As Kray et al. (2012) proposed, medium transfer effects after single-task training can be due to ambiguous stimuli in a single-task condition, which may result in a certain amount of inhibitory-control training even with low demands.
“As Kray et al. (2012) proposed, such medium transfer effects after single-task training can be due to ambiguous stimuli in a single-task condition. This may result in a certain amount of inhibitory-control training even with low demands.”
From Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood (2014) · cites this paper as Kray et al. (2012)
The lack of transfer to inhibitory control stood in sharp contrast to the study of Kray et al. (2012), conducted on children with ADHD.
“The lack of transfer to inhibitory control stood in sharp contrast to the study of Kray et al. (2012), conducted on children with ADHD.”
From Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood (2014) · cites this paper as Kray et al. (2012)
The lack of clear benefits may also be due to differences in susceptibility for motivational input between typically developed children and subclinical groups of children with ADHD.
“This lack of clear benefits, which have previously been found (e.g., Kray et al., 2012), may also be due to differences in the susceptibility for motivational input between typically developed children and subclinical groups of children with ADHD.”
From Dissociable effects of game elements on motivation and cognition in a task-switching training in middle childhood (2014) · cites this paper as Kray et al., 2012
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Diagnostic and Statistical Manual of Mental Disorders
Williams, J. B. W., & First, M. B. (2013) · Oxford University Press eBooks · doi:10.1093/acrefore/9780199975839.013.104 · Cited by 109,841 · see citing works
Statistical power analysis for the behavioral sciences
Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,406 · see citing works
Statistical Power Analysis for the Behavioral Sciences
Cohen, J. (2013) · doi:10.4324/9780203771587 · Cited by 25,373 · see citing works
Studies of interference in serial verbal reactions
Stroop, J. R. (1935) · Journal of Experimental Psychology · doi:10.1037/h0054651 · Cited by 18,622 · see citing works
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798 · see citing works
Wasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,347 · see citing works
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)
Hu, R. J. (2003) · Elsevier eBooks · doi:10.1016/b0-12-226870-9/01070-4 · Cited by 9,167 · see citing works
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005) · Biological Psychiatry · doi:10.1016/j.biopsych.2005.02.006 · Cited by 3,568 · see citing works
Computerized training of working memory in children with ADHD – a randomized, controlled trial
Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200502000-00010 · Cited by 1,949 · see citing works
Statistical methods for meta-analysis
Hedges, L. V., & Olkin, I. 1.-2. (1985) · Cited by 1,832 · see citing works
Control and interference in task switching—A review
Kiesel, A., Steinhauser, M., Wendt, M., Falkenstein, M., Jost, K., Philipp, A. M., & Koch, I. (2010) · Psychological Bulletin · doi:10.1037/a0019842 · Cited by 1,485 · see citing works
Training of Working Memory in Children With ADHD
Klingberg, T., Forssberg, H., & Westerberg, H. (2002) · Journal of Clinical and Experimental Neuropsychology · doi:10.1076/jcen.24.6.781.8395 · Cited by 1,225 · cited 4× · see citing works
“On the basis of previous results showing near and far transfer effects of WM and attentional control training in children with ADHD (Klingberg et al., 2002, 2005; Shalev et al., 2007) as well as near and far transfer effects of task-switching training in healthy young children (Karbach and Kray,…”
InfluentialStudies of interference in serial verbal reactions.
Stroop, J. R. (1992) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.121.1.15 · Cited by 918 · see citing works
Froehlich, T. E., Lanphear, B., Epstein, J. N., Barbaresi, W., Katusic, S., & Kahn, R. (2007) · Archives of Pediatrics & Adolescent Medicine · doi:10.1001/archpedi.161.9.857 · Cited by 779 · see citing works
A theoretical framework for the study of adult cognitive plasticity
Lövdén, M., Bäckman, L., Lindenberger, U., Schaefer, S., & Schmiedek, F. (2010) · Psychological Bulletin · doi:10.1037/a0020080 · Cited by 731 · see citing works
RASMUSSEN, P., & GILLBERG, C. (2000) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200011000-00017 · Cited by 728 · see citing works
Karbach, J., & Kray, J. (2009) · Developmental Science · doi:10.1111/j.1467-7687.2009.00846.x · Cited by 694 · see citing works
Self-citationAdult age differences in task switching.
Kray, J., & Lindenberger, U. (2000) · Psychology and Aging · doi:10.1037//0882-7974.15.1.126 · Cited by 691 · see citing works
Self-citationAdult age differences in task switching.
Kray, J., & Lindenberger, U. (2000) · Psychology and Aging · doi:10.1037/0882-7974.15.1.126 · Cited by 691 · see citing works
Self-citationChanges in executive control across the life span: Examination of task-switching performance.
Cepeda, N. J., Kramer, A. F., & Gonzalez de Sather, J. C. M. (2001) · Developmental Psychology · doi:10.1037/0012-1649.37.5.715 · Cited by 657 · see citing works
Improving memory performance in the aged through mnemonic training: a meta-analytic study.
Verhaeghen, P., Marcoen, A., & Goossens, L. (1992) · Psychology and Aging · doi:10.1037/0882-7974.7.2.242 · Cited by 601 · see citing works
Barkley, R. A. (1997) · Psychological Bulletin · doi:10.1037//0033-2909.121.1.65 · Cited by 580 · see citing works
Improving memory performance in the aged through mnemonic training: A meta-analytic study.
Verhaeghen, P., Marcoen, A., & Goossens, L. (1992) · Psychology and Aging · doi:10.1037//0882-7974.7.2.242 · Cited by 507 · see citing works
Shalev, L., Tsal, Y., & Mevorach, C. (2006) · Child Neuropsychology · doi:10.1080/09297040600770787 · Cited by 240 · see citing works
Task Switching and Attention Deficit Hyperactivity Disorder
Cepeda, N. J., Cepeda, M. L., & Kramer, A. F. (2000) · Journal of Abnormal Child Psychology · doi:10.1023/a:1005143419092 · Cited by 231 · see citing works
Investigation of a Direct Intervention for Improving Attention in Young Children With ADHD
Kerns, K. A., Eso, K., & Thomson, J. (1999) · Developmental Neuropsychology · doi:10.1207/s15326942dn1602_9 · Cited by 209 · see citing works
Kray, J., Eber, J., & Karbach, J. (2008) · Developmental Science · doi:10.1111/j.1467-7687.2008.00673.x · Cited by 161 · see citing works
Self-citationTraining and transfer effects in task switching
Minear, M. E., & Shah, P. (2008) · Memory & Cognition · doi:10.3758/mc.336.8.1470 · Cited by 123 · see citing works
Neuschwander, M., In-Albon, T., Adornetto, C., Roth, B., & Schneider, S. (2013) · Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie · doi:10.1024/1422-4917//a000247 · Cited by 122 · see citing works
Methylphenidate Effects on Task-Switching Performance in Attention-Deficit/Hyperactivity Disorder
Kramer, A. F., Cepeda, N. J., & Cepeda, M. L. (2001) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200111000-00007 · Cited by 71 · see citing works
Transfer of task-switching training in older age: The role of verbal processes.
Karbach, J., Mang, S., & Kray, J. (2010) · Psychology and Aging · doi:10.1037/a0019845 · Cited by 41 · see citing works
Self-citationSex Differences on the German Wechsler Intelligence Test for Children (WISC-IV)
Goldbeck, L., Daseking, M., Hellwig-Brida, S., Waldmann, H.-C., & Petermann, F. (2010) · Journal of Individual Differences · doi:10.1027/1614-0001/a000003 · Cited by 39 · see citing works
Self-regulation and recall: Growth curve modeling of intervention outcomes for older adults.
West, R. L., & Hastings, E. (2011) · Psychology and Aging · doi:10.1037/a0023784 · Cited by 20 · see citing works
Verhaeghen, P., Marcoen, A., & Goossens, L. (1993) · Cited by 15 · see citing works
Demuth, W. (1983) · PubMed · Cited by 5 · see citing works
Flagged first, then by citations
1 of the 36 references couldn’t be matched to a known paper.
Research works printed but not linked: 1
- Unnewehr S. Schneider S. Margraf J. (1998). Kinder-DIPS. Diagnostisches Interview bei psychischen Störungen im Kindes und Jugendalter. Heidelberg: Springer 23988834
Cited by
Sorted by citations
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016) · Perspectives on Psychological Science · doi:10.1177/1745691616635612 · Cited by 910 · see citing works
Koch, I., Poljac, E., Müller, H., & Kiesel, A. (2018) · Psychological Bulletin · doi:10.1037/bul0000144 · Cited by 613 · see citing works
Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013) · Clinical Psychology Review · doi:10.1016/j.cpr.2013.08.005 · Cited by 517 · see citing works
Working memory and executive functions: effects of training on academic achievement
Titz, C., & Karbach, J. (2014) · Psychological Research · doi:10.1007/s00426-013-0537-1 · Cited by 388 · see citing works
Self-citationDovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2015) · PLOS ONE · doi:10.1371/journal.pone.0121651 · Cited by 272 · see citing works
Diamond, A. D., & Ling, D. S. (2019) · Oxford University Press eBooks · doi:10.1093/oso/9780199974467.003.0008 · Cited by 290 · see citing works
Executive control training from middle childhood to adolescence
Karbach, J., & Unger, K. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00390 · Cited by 269 · see citing works
Self-citationDevelopment and Plasticity of Cognitive Flexibility in Early and Middle Childhood
Buttelmann, F., & Karbach, J. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01040 · Cited by 243 · see citing works
Self-citationTraining attentional control and working memory – Is younger, better?
Wass, S. V., Scerif, G., & Johnson, M. H. (2012) · Developmental Review · doi:10.1016/j.dr.2012.07.001 · Cited by 235 · see citing works
Adaptive working-memory training benefits reading, but not mathematics in middle childhood
Karbach, J., Strobach, T., & Schubert, T. (2015) · Child Neuropsychology · doi:10.1080/09297049.2014.899336 · Cited by 183 · see citing works
Self-citationde 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 163 · see citing works
Strobach, T., Salminen, T. M., Karbach, J., & Schubert, T. (2014) · Psychological Research · doi:10.1007/s00426-014-0563-7 · Cited by 126 · see citing works
Self-citationTraining-induced cognitive and neural plasticity
Karbach, J., & Schubert, T. (2013) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2013.00048 · Cited by 127 · see citing works
Self-citationOn the validity and generality of transfer effects in cognitive training research
Noack, H., Lövdén, M., & Schmiedek, F. (2014) · Psychological Research · doi:10.1007/s00426-014-0564-6 · Cited by 125 · see citing works
Prins, P. J. M., Brink, E. T., Dovis, S., Ponsioen, A., Geurts, H. M., de Vries, M., & van der Oord, S. (2013) · Games for Health Journal · doi:10.1089/g4h.2013.0004 · Cited by 116 · see citing works
Johann, V. E., & Karbach, J. (2019) · Developmental Science · doi:10.1111/desc.12866 · Cited by 110 · see citing works
Self-citationEnge, S., Behnke, A., Fleischhauer, M., Küttler, L., Kliegel, M., & Strobel, A. (2014) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/a0036165 · Cited by 102 · see citing works
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 · see citing works
“…Kray, 2009), training-related benefits in fluid intelligence scores in children after executive control training (Rueda et al., 2005, 2012; Liu et al., 2015), and near transfer effects in normal developing children (Dowsett and Livesey, 2000) or with executive control deficits (Kray et al., 2012).”
BackgroundApplying cognitive training to target executive functions during early development
Wass, S. V. (2014) · Child Neuropsychology · doi:10.1080/09297049.2014.882888 · Cited by 94 · see citing works
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 97 · see citing works
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 82 · see citing works
Task-based neurofeedback training: A novel approach toward training executive functions
Hosseini, S. M. H., Pritchard‐Berman, M., Sosa, N., Ceja, A., & Kesler, S. R. (2016) · NeuroImage · doi:10.1016/j.neuroimage.2016.03.035 · Cited by 80 · see citing works
Olfers, K. J. F., & Band, G. P. H. (2017) · Psychological Research · doi:10.1007/s00426-017-0933-z · Cited by 78 · see citing works
Cognitive Training for Military Application: a Review of the Literature and Practical Guide
Blacker, K. J., Hamilton, J. A., Roush, G., Pettijohn, K. A., & Biggs, A. T. (2018) · Journal of Cognitive Enhancement · doi:10.1007/s41465-018-0076-1 · Cited by 80 · see citing works
Non-linguistic effects of language switching training
Timmer, K., Calabria, M., & Costa, A. (2018) · Cognition · doi:10.1016/j.cognition.2018.09.001 · Cited by 70 · see citing works
Dörrenbächer, S., Müller, P. M., Tröger, J., & Kray, J. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.01275 · Cited by 59 · see citing works
“However, these reported substantial improvements in cognitive-control components by practice in switching (e.g., Karbach and Kray, 2009; Kray et al., 2012).”
BackgroundInfluentialSelf-citationTime for a true display of skill: Top players in League of Legends have better executive control
Li, X., Huang, L., Li, B., Wang, H., & Han, C. (2020) · Acta Psychologica · doi:10.1016/j.actpsy.2020.103007 · Cited by 62 · see citing works
Kray, J., & Ferdinand, N. K. (2013) · Child Development Perspectives · doi:10.1111/cdep.12027 · Cited by 55 · see citing works
Self-citationKirk, H., Gray, K. M., Ellis, K., Taffe, J. R., & Cornish, K. M. (2016) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12615 · Cited by 57 · see citing works
Howard, S., Powell, T., Vasseleu, E., Johnstone, S., & Melhuish, E. (2016) · Educational Psychology Review · doi:10.1007/s10648-016-9364-4 · Cited by 50 · see citing works
Brain Training in Children and Adolescents: Is It Scientifically Valid?
Rossignoli-Palomeque, T., Pérez-Hernández, E., & González-Marqués, J. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.00565 · Cited by 52 · see citing works
Combined Cognitive Training vs. Memory Strategy Training in Healthy Older Adults
Li, B., Zhu, X., Hou, J., Chen, T., Wang, P., & Li, J. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00834 · Cited by 43 · see citing works
Sabah, K., Dolk, T., Meiran, N., & Dreisbach, G. (2018) · Psychological Research · doi:10.1007/s00426-018-1006-7 · Cited by 37 · see citing works
Executive Function and Ambiguous Sentence Comprehension
Key-DeLyria, S., & Altmann, L. J. P. (2016) · American Journal of Speech-Language Pathology · doi:10.1044/2015_ajslp-14-0111 · Cited by 36 · see citing works
Effects of task repetition but no transfer of inhibitory control training in healthy adults
Talanow, T., & Ettinger, U. (2018) · Acta Psychologica · doi:10.1016/j.actpsy.2018.04.016 · Cited by 33 · see citing works
Evidence for the acquisition of dual-task coordination skills in older adults
Strobach, T., Frensch, P. A., Müller, H. J., & Schubert, T. (2015) · Acta Psychologica · doi:10.1016/j.actpsy.2015.07.006 · Cited by 33 · see citing works
Karbach, J., & Kray, J. (2016) · Springer eBooks · doi:10.1007/978-3-319-42662-4_9 · Cited by 30 · see citing works
Self-citationTraining and transfer effects of extensive task-switching training in students
Zhao, X., Wang, H., & Maes, J. H. R. (2018) · Psychological Research · doi:10.1007/s00426-018-1059-7 · Cited by 31 · see citing works
Azami, S., Moghaddas, A., Sohrābi, F., Nazifi, M., Mirmohammad, M. S., Hemmati, F., Ahmadi, A., Hamzeh‐poor, P., Khari, S., & Lakes, K. D. (2016) · Child and Adolescent Mental Health · doi:10.1111/camh.12157 · Cited by 24 · see citing works
Huyder, V., Nilsen, E. S., & Bacso, S. A. (2017) · Infant and Child Development · doi:10.1002/icd.2027 · Cited by 25 · see citing works
Dovis, S., Marić, M., Prins, P. J. M., & der Oord, S. V. (2019) · ADHD Attention Deficit and Hyperactivity Disorders · doi:10.1007/s12402-019-00308-5 · Cited by 25 · see citing works
Lee, T., Yeung, M. K.-C., Sze, S. L., & Chan, A. S.-Y. (2021) · Brain Sciences · doi:10.3390/brainsci11030314 · Cited by 22 · see citing works
Hammer, R., Tennekoon, M., Cooke, G. E., Gayda, J., Stein, M. A., & Booth, J. R. (2015) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2015.06.002 · Cited by 21 · see citing works
Kubota, M., Hadley, L. V., Schaeffner, S., Könen, T., Meaney, J.-A., Morey, C. C., Bonnie Auyeung, B., Moriguchi, Y., Karbach, J., & Chevalier, N. (2023) · Developmental Psychology · doi:10.1037/dev0001626 · Cited by 22 · see citing works
Self-citationKofler, M. J., Sarver, D. E., & Wells, E. L. (2020) · Journal of Attention Disorders · doi:10.1177/1087054715608439 · Cited by 20 · see citing works
Karbach, J., & Kray, J. (2020) · Springer eBooks · doi:10.1007/978-3-030-39292-5_14 · Cited by 20 · see citing works
Self-citationSelf-regulation and recall: Growth curve modeling of intervention outcomes for older adults.
West, R. L., & Hastings, E. (2011) · Psychology and Aging · doi:10.1037/a0023784 · Cited by 20 · see citing works
Martin, A., Quintin, E., Hall, S. S., & Reiss, A. L. (2016) · American Journal on Intellectual and Developmental Disabilities · doi:10.1352/1944-7558-121.5.448 · Cited by 18 · see citing works
de Vries, M., Verdam, M. G. E., Prins, P. J. M., Schmand, B. A., & Geurts, H. M. (2017) · Autism · doi:10.1177/1362361316682622 · Cited by 17 · see citing works
Minder, F., Zuberer, A., Brandeis, D., & Drechsler, R. (2019) · Developmental Neurorehabilitation · doi:10.1080/17518423.2019.1600064 · Cited by 17 · see citing works
Rueda, M. R., Cómbita, L. M., & Pozuelos, J. P. (2016) · Springer eBooks · doi:10.1007/978-3-319-42662-4_4 · Cited by 16 · see citing works
Dörrenbächer, S., & Kray, J. (2018) · Journal of Cognitive Enhancement · doi:10.1007/s41465-018-0083-2 · Cited by 15 · see citing works
Self-citationShahar, N., & Meiran, N. (2015) · PLoS ONE · doi:10.1371/journal.pone.0119992 · Cited by 14 · see citing works
Enhancing attention in children using an integrated cognitive-physical videogame: A pilot study
Anguera, J. A., Rowe, M. A., Volponi, J. J., Elkurdi, M., Jurigova, B. G., Simon, A. J., Anguera‐Singla, R., Gallen, C. L., Gazzaley, A. H., & Marco, E. J. (2023) · npj Digital Medicine · doi:10.1038/s41746-023-00812-z · Cited by 13 · see citing works
Cognitive Training in Childhood and Adolescence
Rueda, M. R., Cómbita, L. M., & Pozuelos, J. P. (2020) · Springer eBooks · doi:10.1007/978-3-030-39292-5_9 · Cited by 14 · see citing works
Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013) · Frontiers in Psychology · doi:10.3389/fpsyg.2013.00940 · Cited by 13 · see citing works
Self-citationIrwin Harper, L. N., Groves, N. B., Marsh, C. L., Cole, A. M., & Kofler, M. J. (2023) · Child Neuropsychology · doi:10.1080/09297049.2022.2138301 · Cited by 12 · see citing works
Zhang, D., Johnstone, S. J., Sauce, B., Arns, M., Sun, L., & Jiang, H. (2023) · Progress in Neuro-Psychopharmacology and Biological Psychiatry · doi:10.1016/j.pnpbp.2023.110802 · Cited by 14 · see citing works
Lee, D., Kwak, S., & Chey, J. (2019) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2019.00246 · Cited by 11 · see citing works
Rauch, W. A., Gold, A., & Schmitt, K. (2012) · ADHD Attention Deficit and Hyperactivity Disorders · doi:10.1007/s12402-012-0083-5 · Cited by 13 · see citing works
Xuan, B. (2020) · Neural Plasticity · doi:10.1155/2020/1869459 · Cited by 13 · see citing works
Zuber, S., Joly-Burra, E., Mahy, C. E. V., Loaiza, V. M., & Kliegel, M. (2022) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2022.105602 · Cited by 11 · see citing works
Klaffehn, A. L., Schwarz, K. A., Kunde, W., & Pfister, R. (2018) · Journal of Cognitive Enhancement · doi:10.1007/s41465-018-0066-3 · Cited by 9 · see citing works
Cognitive Training in Children with Neurodevelopmental Conditions
de Vries, M., Kenworthy, L. E., Dovis, S., & Geurts, H. M. (2020) · Springer eBooks · doi:10.1007/978-3-030-39292-5_24 · Cited by 8 · see citing works
Neurocognitive Processes and Pediatric Obesity Interventions
Miller, A. L. (2016) · Pediatric Clinics of North America · doi:10.1016/j.pcl.2016.02.006 · Cited by 7 · see citing works
Mikami, K., Miyajima, T., Nishino, R., Kawazoe, N., Kinoshita, Y., Okada, T., & Fukuju, H. (2025) · Psychiatry and Clinical Neurosciences · doi:10.1111/pcn.13833 · Cited by 6 · see citing works
Schwarze, S. A., Laube, C., Khosravani, N., Lindenberger, U., Bunge, S. A., & Fandakova, Y. (2025) · Cerebral Cortex · doi:10.1093/cercor/bhaf103 · Cited by 6 · see citing works
Reinelt, T., & Petermann, F. (2018) · Zeitschrift für Psychiatrie Psychologie und Psychotherapie · doi:10.1024/1661-4747/a000359 · Cited by 6 · see citing works
Salami, F., Ashayeri, H., Estaki, M., Farzad, V., & Entezar, R. K. (2017) · International Education Studies · doi:10.5539/ies.v10n4p70 · Cited by 6 · see citing works
Wang, Y., Luo, Z., Zhang, T., Zhang, M., Капилевич, Л. В., & Wang, J. (2025) · BMC Sports Science Medicine and Rehabilitation · doi:10.1186/s13102-025-01268-2 · Cited by 5 · see citing works
Karbach, J., & Strobach, T. (2022) · Springer eBooks · doi:10.1007/978-3-031-04760-2_8 · Cited by 5 · see citing works
Self-citationReina-Reina, C., Antón, E., & Duñabeitia, J. A. (2024) · Education Sciences · doi:10.3390/educsci14030229 · Cited by 9 · see citing works
Defizite in den Exekutivfunktionen von Kindern mit ADHS
Schwörer, M. C., Jaščenoka, J. C., Nitkowski, D., Petermann, F., Vasileva, M., & Petermann, U. (2019) · Kindheit und Entwicklung · doi:10.1026/0942-5403/a000279 · Cited by 5 · see citing works
Carrillo, N. R., Gutiérrez-Ruiz, K., Rodríguez, T. I., & Harb, S. L. (2024) · Neuropsychological Rehabilitation · doi:10.1080/09602011.2024.2439614 · Cited by 4 · see citing works
SCHWEIZER, K. W., Zeller, F., & Reiß, S. (2020) · Acta Psychologica · doi:10.1016/j.actpsy.2019.102991 · Cited by 4 · see citing works
Poon, K., Ho, M. S. H., Chu, P. C. K., & Chou, K. (2020) · Journal of Cognitive Psychology · doi:10.1080/20445911.2020.1839082 · Cited by 4 · see citing works
Lillo, M. D., Brunsdon, V. E. A., Bradford, E. E. F., Gasking, F., & Ferguson, H. J. (2021) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218211002509 · Cited by 5 · see citing works
Integration von Arbeitsgedächtnistrainings in die mathematische Lernförderung
Schulze, S., & Kühl, J. (2018) · Lernen und Lernstörungen · doi:10.1024/2235-0977/a000229 · Cited by 4 · see citing works
Training-induced cognitive and neural plasticity
(2013) · Frontiers research topics · doi:10.3389/978-2-88919-145-1 · Cited by 4 · see citing works
de Vries, M. (2015) · UvA-DARE (University of Amsterdam) · Cited by 4 · see citing works
Mikami, K., Miyajima, T., Nishino, R., Kawazoe, N., Ochiai, T., Okada, T., & Fukuju, H. (2025) · Psychiatry and Clinical Neurosciences Reports · doi:10.1002/pcn5.70089 · Cited by 3 · see citing works
Feigenbaum, R. (2017) · CUNY Academic Works (City University of New York) · Cited by 2 · see citing works
Huyder, V. (2014) · UWSpace (University of Waterloo) · Cited by 1 · see citing works
Telephone Conversations Affect the Executive but not the Alerting or Orienting NetworkPreprint
Kunar, M. A., Watson, D. G., Richards, R., & Gunnell, D. O. A. (2021) · doi:10.31234/osf.io/ytpd7 · Cited by 1 · see citing works
Balázs, F. (2015) · Publications of the UdS (Saarland University) · doi:10.22028/d291-23387
Anderson, N. L. (2015) · OhioLink ETD Center (Ohio Library and Information Network)
Research on Task Switching of Multi-skilled Employees Based on NIRS Technology
Lv, J., & Lu, T. (2021) · Advances in economics, business and management research/Advances in Economics, Business and Management Research · doi:10.2991/aebmr.k.210803.013
Interventions for Improving Executive Functions during Development
Steinbeis, N., & Smid, C. R. (2022) · Cambridge University Press eBooks · doi:10.1017/9781108399838.035
The Contribution of Cognitive Impulsivity to Criminal Risk
Bell, R. K. (2013) · doi:10.26686/wgtn.17005843
Telephone conversations affect the executive but not the alerting or orienting network.
Gunnell, D. O. A., Kunar, M. A., Richards, R., & Watson, D. G. (2022) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000435 · Cited by 1 · see citing works
田, 民. (2024) · Advances in Psychology · doi:10.12677/ap.2024.1411764
Zhou, F., Tian, Z., & Li, X. (2025) · Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) · doi:10.1027/1618-3169/a000649
Ji, H., & Wang, Y. (2025) · Journal of Research on Adolescence · doi:10.1111/jora.70097
- Authors
- Kray, J., Karbach, J., Haenig, S., & Freitag, C.
- Affiliations
- Saarland University (DE)
- Goethe University Frankfurt (DE)
- Corresponding author
- Kray, Jutta
- Venue
- Frontiers in Human Neuroscience
- Publisher
- Frontiers Media SA
- Published
- 2012
- Volume
- 5
- Pages
- 180-180
- ISSN
- 1662-5161 (ISSN-L)
- PMC
- PMC3250077
- OpenAlex
- W2120694799
- Cited by
- 97
- References
- 36
- Citations by year
- 2025: 6 · 2024: 3 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 7 · 2019: 7 · 2018: 13 · 2017: 6 · 2016: 12 · 2015: 9 · 2014: 10 · 2013: 8 · 2012: 2
- FWCI
- 6.59
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by-nc
- Locations
- Frontiers in Human Neuroscience (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Publication Server of Goethe University Frankfurt am Main (Goethe University Frankfurt) (submittedVersion, cc-by-nc)
- Funders
- Deutsche Forschungsgemeinschaft
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- attention deficit hyperactivity disorder, executive function, inhibitory control, working memory, fluid intelligence, cognitive training, children, methylphenidate, switching costs
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
