241
Views
0
CrossRef citations to date
0
Altmetric
Original Articles

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

&
Pages 636-646 | Received 10 Aug 2022, Accepted 19 Feb 2023, Published online: 14 Apr 2023

References

  • Ackermann, S., Halfon, O., Fornari, E., Urben, S., & Bader, M. (2018). Cognitive Working Memory Training (CWMT) in adolescents suffering from Attention-Deficit/Hyperactivity Disorder (ADHD): A controlled trial taking into account concomitant medication effects. Psychiatry Research, 269, 79–85. https://doi.org/10.1016/J.PSYCHRES.2018.07.036
  • Berch, D. B., Krikorian, R., & Huha, E. M. (1998). The Corsi block-tapping task: Methodological and theoretical considerations. Brain and Cognition, 38(3), 317–338.
  • Bergman Nutley, S., Söderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after training non‐verbal reasoning in 4‐year‐old children: A controlled, randomized study. Developmental Science, 14(3), 591–601. https://doi.org/10.1111/j.1467-7687.2010.01022.x
  • Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21(4), 327–336. https://doi.org/10.1016/j.lindif.2011.01.007
  • Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595–616. https://doi.org/10.1207/s15326942dn2802_3
  • Chang, Y. -K., Tsai, Y. -J., Chen, T. -T., & Hung, T. -M. (2013). The impacts of coordinative exercise on executive function in kindergarten children: An ERP study. Experimental Brain Research, 225(2), 187–196.
  • Chevalier, N., Sheffield, T. D., Nelson, J. M., Clark, C. A., Wiebe, S. A., & Espy, K. A. (2012). Underpinnings of the costs of flexibility in preschool children: The roles of inhibition and working memory. Developmental Neuropsychology, 37(2), 99–118. https://doi.org/10.1080/87565641.2011.632458
  • Corsi, P. M. (1972). Human memory and the medial temporal region of the brain.
  • Cortés Pascual, A., Moyano Muñoz, N., & Quilez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582.
  • Daly, M., Delaney, L., Egan, M., & Baumeister, R. F. (2015). Childhood self-control and unemployment throughout the life span: Evidence from two British cohort studies. Psychological Science, 26(6), 709–723. https://doi.org/10.1177/0956797615569001
  • Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, N.Y.), 318(5855), 1387.
  • Diamond, A., & Kirkham, N. (2005). Not quite as grown-up as we like to think: Parallels between cognition in childhood and adulthood. Psychological science, 16(4), 291–297.
  • Emslander, V., & Scherer, R. (2022). The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis. Psychological Bulletin, 148(5–6), 337.
  • Garaigordobil, M., & Berrueco, L. (2011). Effects of a play program on creative thinking of preschool children. The Spanish Journal of Psychology, 14(2), 608–618.
  • Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31–60. https://doi.org/10.1037/0033-2909.134.1.31
  • Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: Performance of children 312–7 years old on a stroop-like day-night test. Cognition, 53(2), 129–153.
  • Ghodrati, S., Askari Nejad, M. S., Sharifian, M., & Nejati, V. (2021). Inhibitory control training in preschool children with typical development: An RCT study. Early Child Development and Care, 191(13), 2093–2102. https://doi.org/10.1080/03004430.2019.1691544
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2015). BRIEF: Behavior rating inventory of executive function. Psychological Assessment Resources.
  • Goldstein, S., & Naglieri, J. A. (2014). Handbook of executive functioning. Springer.
  • Gualtieri, C. T., & Johnson, L. G. (2006). Reliability and validity of a computerized neurocognitive test battery, CNS Vital Signs. Archives of Clinical Neuropsychology, 21(7), 623–643.
  • Huttenlocher, P. R. (1979). Synaptic density in human frontal cortex-developmental changes and effects of aging. Brain Research, 163(2), 195–205.
  • Jalili, F., Nejati, V., Ahadi, H., Katanforosh, S. A. (2019). Effectiveness of computerized motion-based cognitive rehabilitation on improvement of working memory of children with ADHD. Medical Science Journal of Islamic Azad Univesity-Tehran Medical Branch, 29(2), 171–180.
  • Johnstone, S. J., Roodenrys, S., Phillips, E., Watt, A. J., & Mantz, S. (2010). A pilot study of combined working memory and inhibition training for children with AD/HD. ADHD Attention Deficit & Hyperactivity Disorders. https://doi.org/10.1007/s12402-009-0017-z
  • Katz, B., Jaeggi, S., Buschkuehl, M., Stegman, A., & Shah, P. (2014). Differential effect of motivational features on training improvements in school-based cognitive training. Frontiers in Human Neuroscience, 8, 242.
  • Kessels, R. P. C., Van Zandvoort, M. J. E., Postma, A., Kappelle, L. J., & De Haan, E. H. F. (2000). The Corsi block-tapping task: Standardization and normative data. Applied Neuropsychology, 7(4), 252–258.
  • Kinney, H. C., Brody, B. A., Kloman, A. S., & Gilles, F. H. (1988). Sequence of central nervous system myelination in human infancy: II. Patterns of myelination in autopsied infants. Journal of Neuropathology & Experimental Neurology, 47(3), 217–234.
  • Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. Journal of Applied Developmental Psychology, 25(3), 283–302. https://doi.org/10.1016/j.appdev.2004.04.002
  • Lawson, G. M., Hook, C. J., & Farah, M. J. (2018). A meta‐analysis of the relationship between socioeconomic status and executive function performance among children. Developmental science, 21(2), e12529.
  • Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012). Working memory training improves reading processes in typically developing children. Child Neuropsychology, 18(1), 62–78.
  • Maghsudloo, M., Nejati, V., & Fathabadi, J. (2018). Effectiveness of compensatory rehabilitation on neuropsychological functions of preschool children with attention deficit hyperactivity disorder symptoms. Journal of Rehabilitation Sciences & Research, 5(1), 23–29.
  • Mashhadi, A., Hasani, J., & Teymouri, S. (2017). Psychometric properties of preschool behavior rating inventory of executive function: Parent form. Journal of Clinical Psychology, 9(1), 75–84.
  • Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
  • Mennetrey, C., & Angeard, N. (2018). Cognitive flexibility training in three-year-old children. Cognitive development, 48, 125–134.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
  • Moriguchi, Y., & Hiraki, K. (2013). Prefrontal cortex and executive function in young children: A review of NIRS studies. Frontiers in Human Neuroscience, 7, 867. https://doi.org/10.3389/fnhum.2013.00867
  • Nejati, V. (2020). Cognitive rehabilitation in children with attention deficit-hyperactivity disorder: Transferability to untrained cognitive domains and behavior. Asian Journal of Psychiatry, 49, 101949. https://doi.org/10.1016/j.ajp.2020.101949
  • Nejati, V. (2021a). Balance-based Attentive Rehabilitation of Attention Networks (BARAN) improves executive functions and ameliorates behavioral symptoms in children with ADHD. Complementary Therapies in Medicine, 102759.
  • Nejati, V. (2021b). Program for attention rehabilitation and strengthening (PARS) improves executive functions in children with attention deficit-hyperactivity disorder (ADHD). Research in Developmental Disabilities, 113, 103937.
  • Nejati, V., Barzegar, B., & Goldouz, P. P. (2013). Development of Sustain attention development in sample of Iranian children. The Scientific Journal of Rehabilitation Medicine, 2(2), 1–6.
  • Nejati, V., & Derakhshan, Z. (2021). The effect of physical activity with and without cognitive demand on the improvement of executive functions and behavioral symptoms in children with ADHD. Expert Review of Neurotherapeutics, 21(5), 607–614. https://doi.org/10.1080/14737175.2021.1912600
  • Nejati, V., Derakhshan, Z., & Mohtasham, A. (2023). The effect of comprehensive working memory training on executive functions and behavioral symptoms in children with attention deficit-hyperactivity disorder (ADHD). Asian journal of psychiatry, 103469.
  • Nejati, V., Fallah, F., & Raskin, S. (2022). Inhibitory control training improves attention deficit-hyperactivity disorder symptoms and externalizing behavior. Clinical Child Psychology and Psychiatry, 13591045221144356.
  • Nejati, V., Pouretemad, H. R., Bahrami, H., & Gordon, W. A. (2013). Attention training in rehabilitation of children with developmental stuttering. NeuroRehabilitation, 32(2), 297–303. https://doi.org/10.3233/NRE-130847
  • Nelson, T. D., Nelson, J. M., James, T. D., Clark, C. A., Kidwell, K. M., & Espy, K. A. (2017). Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement. Developmental Psychology, 53(5), 836-811. https://doi.org/10.1037/dev0000296
  • Nguyen, T., & Duncan, G. J. (2019). Kindergarten components of executive function and third grade achievement: A national study. Early Childhood Research Quarterly, 46, 49–61. https://doi.org/10.1016/j.ecresq.2018.05.006
  • Norouzian, M., Nejati, V., & Bagheri, F. (2022). Investigation of the evolution of attention-related abilities, in preschool and primary school children with normal development. Advances in Cognitive Science, 24(3), 30–40. https://doi.org/10.30514/icss.24.3.30
  • Palmer, K. K., Miller, M. W., & Robinson, L. E. (2013). Acute exercise enhances preschoolers’ ability to sustain attention. Journal of Sport & Exercise Psychology, 35(4), 433–437.
  • Pietto, M. L., Giovannetti, F., Segretin, M. S., Belloli, L. M. L., Lopez-Rosenfeld, M., Goldin, A. P., Fernández-Slezak, D., Kamienkowski, J. E., & Lipina, S. J. (2018). Enhancement of inhibitory control in a sample of preschoolers from poor homes after cognitive training in a kindergarten setting: Cognitive and ERP evidence. Trends in Neuroscience and Education, 13, 34–42.
  • Raver, C. C., Jones, S. M., Li–grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low–income preschoolers’ preacademic skills: Self–regulation as a mediating mechanism. Child Development, 82(1), 362–378. https://doi.org/10.1111/j.1467-8624.2010.01561.x
  • Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 63(3), 253–255. https://doi.org/10.1016/j.ecresq.2007.09.001
  • Rittle-Johnson, B., Zippert, E. L., & Boice, K. L. (2018). Data on preschool children׳ s math, patterning, and spatial knowledge. Data in Brief, 20, 196–199.
  • Rosenstreich, E., Shoval, E., & Sharir, T. (2021). The effects of mindful movement intervention on academic and cognitive abilities among kindergarten children. Early Childhood Education Journal, 1–10.
  • Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Roebers, C. M. (2012). Improving executive functions in 5–and 6–year–olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant and Child Development, 21(4), 411–429.
  • Sadeghi, S., Shalani, B., & Nejati, V. (2020). Sex and age-related differences in inhibitory control in typically developing children. Early Child Development and Care, 1–10.
  • Samuels, W. E., Tournaki, N., Blackman, S., & Zilinski, C. (2016). Executive functioning predicts academic achievement in middle school: A four-year longitudinal study. The Journal of Educational Research, 109(5), 478–490. https://doi.org/10.1080/00220671.2014.979913
  • Strobach, T., & Karbach, J. (2016). Cognitive training. Springer.
  • Takacs, Z. K., & Kassai, R. (2019). The efficacy of different interventions to foster children’s executive function skills: A series of meta-analyses. Psychological Bulletin, 145(7), 653.
  • Tamm, L., Epstein, J. N., Peugh, J. L., Nakonezny, P. A., & Hughes, C. W. (2013). Preliminary data suggesting the efficacy of attention training for school-aged children with ADHD. Developmental cognitive neuroscience, 4, 16–28.
  • Thorell, L. B., Lindqvist, S., Bergman Nutley, S., & Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental ScienceVol. 12(1) pp. 106–113: &.
  • Titz, C., & Karbach, J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological Research, 78(6), 852–868. https://doi.org/10.1007/s00426-013-0537-1
  • van Bers, B. M. C. W., van Schijndel, T. J. P., Visser, I., & Raijmakers, M. E. J. (2020). Cognitive flexibility training has direct and near transfer effects, but no far transfer effects, in preschoolers. Journal of Experimental Child Psychology, 193, 104809.
  • Vinci-Booher, S., James, T. W., & James, K. H. (2016). Visual-motor functional connectivity in preschool children emerges after handwriting experience. Trends in Neuroscience and Education, 5(3), 107–120.
  • Wass, S. V. (2015). Applying cognitive training to target executive functions during early development. Child Neuropsychology, 21(2), 150–166.
  • Weissheimer, J., Fujii, R. C., & Souza de, J. G. M. (2020). The effects of cognitive training on executive functions and reading in typically developing children with varied socioeconomic status in Brazil. Ilha Do Desterro, 72, 85–100.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.