Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Childhood Education Pub Date : 2023-04-14 DOI:10.1080/02568543.2023.2187901

V. Nejati, Batool Zavarei

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引用次数: 0

Abstract

ABSTRACT Executive functions (EFs) play a crucial role in academic performance. In the present study, we aimed to improve EFs through a group-based cognitive training. Thirty-three typically developing children (age mean: 58.80 ± 7.04 months) were recruited in a random clinical trial design in two intervention (n = 18) and active control (n = 15) groups. Emoji selection, shifting attention, day/night Stroop, Corsi block tapping tasks, and behavioral rating inventory of executive function (BRIEF) were used for assessment in three baseline, post-intervention, and 3-month follow-up sessions. The intervention group received Class-based Cognitive Remediation (COREN) and the active control group participated in a storytelling class, both in 12 sessions. The result suggests improvement in sustained attention, cognitive flexibility, inhibitory control, and working memory in intervention group. The rating scales showed improvement in executive functioning in the intervention group based on parental rating. Group-based cognitive training is beneficial to improve EFs in kindergarten.

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基于班级的认知强化(CORE)对学龄前儿童执行功能的改善

执行功能(EFs)在学业成绩中起着至关重要的作用。在本研究中，我们旨在通过基于群体的认知训练来改善电磁场。采用随机临床试验设计，随机分为干预组(n = 18)和主动对照组(n = 15)，招募正常发育儿童33例(平均年龄58.80±7.04个月)。表情符号选择、注意力转移、昼/夜Stroop、Corsi块点击任务和执行功能行为评定量表(BRIEF)用于三个基线、干预后和3个月随访的评估。干预组接受基于班级的认知修复(COREN)，积极对照组参加讲故事课，均为12次。结果表明，干预组在持续注意力、认知灵活性、抑制控制和工作记忆方面均有改善。评定量表显示干预组的执行功能在父母评定的基础上有所改善。基于群体的认知训练有利于提高幼儿园小学生的情感体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

0.00%

发文量

期刊介绍： The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.