The Efficacy of Different Interventions to Foster Executive Functions in Early Childhood: A Meta-Analysis

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-15 - Young Children's Agency, Identity, Self-Regulation, and Executive Function

Abstract

Executive function skills (working memory, inhibitory control and cognitive flexibility) predict school readiness and academic achievement. A wide range of interventions have been assessed to train executive function skills in childhood (Diamond & Lee, 2011). We conducted a meta-analysis to evaluate and compare the efficacy of the different approaches. 32 studies with typically developing children were located. The overall effect size (g+=0.21, k=40, p<.001) suggested that it is possible to train executive function skills during childhood. Explicit training of executive function tasks were found effective, however, effects do not transfer to untrained skills. Cognitive and meta-cognitive strategies were found especially beneficial. The potential of programs that can be applied in the classroom settings will be discussed.

Authors

• Zsofia K. Takacs, Eötvös Loránd University

• Reka Kassai, Eötvös Loránd University