Does training metacognition skills increase the benefit of executive function training?

• In Event: 2-215 - Training of executive functions in childhood: Moderators of training gains and individual differences in outcomes

Integrative Statement

Executive function (EF), the ability to regulate thoughts and actions, develops rapidly during childhood, and supports increasingly complex and adaptive behaviours (Diamond, 2012). EF comprises three core functions: working memory (WM), inhibition and cognitive flexibility (Miyake et al., 2000). Low EF is a major risk factor for developmental delay, academic failure, and criminality. Children raised in low socioeconomic environments have lower EF skills, putting them at risk of such adverse outcomes (Hackman & Farah, 2009). While previous interventions focusing on basic EF processes have yielded promising improvements in the specific tasks being trained, evidence is mixed regarding whether such improvements transfer to broader cognitive and academic abilities (Schwaighofer, Fischer, & Buehner, 2015). However, training EF skills alone may not be enough to support such transfer. If children have difficulty not only with their EF skills but also their EF engagement (Chevalier, 2015), then training on how and when to apply newly gained skills (i.e., metacognition) may be critical.
We assumed that EF training would elicit benefits in performing closely related EF tasks compared to control training. Moreover, we hypothesized that additional metacognitive training would provide added performance benefit to EF training by amplifying improvements on EF tasks and increasing transfer to non-EF tasks.
120 children between 6 and 11 years were recruited from low SES regions of Scotland and Germany. Pre- and post-tests focused on executive function skills through tests of working memory (backwards Corsi blocks task), inhibition (antisaccade task), and cognitive flexibility (cued task switching), as well as broader academic skills including matrix reasoning (WISC), maths (WIAT), and reading comprehension (WIAT).
There were three training conditions: Meta EF, Basic EF, and Control. Training consisted of 16 training sessions (45 minutes each) that took place 2-4 times per week. All children were trained in pairs. In the Meta EF group and the Basic EF group, children trained on six different adaptive EF tasks tapping WM, inhibition and flexibility (2 versions each of N-back, AX-CPT, and alternating runs task switching). In the Meta EF condition, children additionally discussed and took part in computerised activities that progressively focused on task reflection, goal setting, strategy selection, and planning. In the basic EF group, children instead participated in colouring and discussion activities focused on resilience. These included discussion of positive thinking, empathy, and self-care. The control group performed the same EF tasks in non-adaptive versions minimally tapping EF (e.g., 1-back task, X-CPT task, single-tasks). They performed the same control activities as the Basic EF group.
As hypothesised, children in the Meta EF and Basic EF groups showed greater improvement in the transfer WM task than children in the control condition. In addition, children in the Meta EF group that started with the lowest inhibitory control showed the greatest improvement with training. Finally, only children in the Meta EF condition showed improvements in matrix reasoning between pre- and post-test.
We argue that it is vital to focus on metacognitive training as well as EF training to close the socioeconomic attainment gap.

Authors

• Lauren Victoria Hadley, University of Edinburgh
  Non-Presenting Author

• Simone Schäffner, University of Koblenz-Landau
  Non-Presenting Author

• Julie Anne Meaney, University of Edinburgh
  Non-Presenting Author

• Tanja Könen, University of Koblenz-Landau
  Non-Presenting Author

• Candice C Morey, Cardiff University
  Non-Presenting Author

• Bonnie Auyeung, University of Edinburgh
  Non-Presenting Author

• Julia Karbach, University of Koblenz-Landau
  Non-Presenting Author

• Nicolas Chevalier, University of Edinburgh
  Presenting Author