{"title":"基于班级的认知强化(CORE)对学龄前儿童执行功能的改善","authors":"V. Nejati, Batool Zavarei","doi":"10.1080/02568543.2023.2187901","DOIUrl":null,"url":null,"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.","PeriodicalId":46739,"journal":{"name":"Journal of Research in Childhood Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers\",\"authors\":\"V. Nejati, Batool Zavarei\",\"doi\":\"10.1080/02568543.2023.2187901\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":46739,\"journal\":{\"name\":\"Journal of Research in Childhood Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-04-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Childhood Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02568543.2023.2187901\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02568543.2023.2187901","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Class-Based Cognitive Reinforcement (CORE) Improves Executive Functions in Preschoolers
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.
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.
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