A Classroom Intervention to Improve Executive Functions in Late Primary School Children: Too 'Old' for Improvements?

Autor/inn/en	Benzing, Valentin; Schmidt, Mirko; Jäger, Katja; Egger, Fabienne; Conzelmann, Achim; Roebers, Claudia M.
Titel	A Classroom Intervention to Improve Executive Functions in Late Primary School Children: Too 'Old' for Improvements?
Quelle	In: British Journal of Educational Psychology, 89 (2019) 2, S.225-238 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benzing, Valentin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12232
Schlagwörter	Executive Function; Academic Achievement; Intervention; Correlation; Elementary School Students; Educational Games; Teaching Methods; Comparative Analysis; Cognitive Development; Instructional Effectiveness; Conventional Instruction + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitive Entwicklung; Unterrichtserfolg
Abstract	Background: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function performance can often be observed in this age group. Aims: Therefore, the aim of this study was to examine whether an innovative customized school-based group intervention could improve core executive functions (updating, inhibition, and shifting) in the age group concerned. Sample: In total, 118 ten- to twelve-year-old school children were recruited from eight participating classes. Methods: They were randomly assigned to one of two-six-week conditions of either a "cognitive games group" comprising of card and board games training executive functions (experimental group) or a "wait-list control group" (regular school lessons). In the cognitive games group, the class teachers held a 30-min training session twice a week. ANCOVAs (using pre-test values as covariate) were used to compare executive function performance between groups. Results: Results revealed that the cognitive games group improved specific executive functions (updating and shifting) compared to the control group. These findings indicate that a school-based group intervention can improve executive functions, even in 'older' primary school children. Conclusion: This study provides empirical evidence for the effectiveness of a classroom-based cognitive training in older primary school children and is of practical relevance for educators. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01