Skip to main content

Training executive functions using an adaptive procedure over 21 days (10 training sessions) and an active control group

de Lillo, Martina, Brunsdon, Victoria, Bradford, Elisabeth, Gasking, Frank, Ferguson, Heather (2021) Training executive functions using an adaptive procedure over 21 days (10 training sessions) and an active control group. Quarterly Journal of Experimental Psychology, . ISSN 1747-0218. E-ISSN 1747-0226. (doi:10.1177/17470218211002509) (KAR id:86678)

PDF Publisher pdf
Language: English


Download (973kB) Preview
[thumbnail of 17470218211002509.pdf]
Preview
This file may not be suitable for users of assistive technology.
Request an accessible format
PDF Author's Accepted Manuscript
Language: English

Restricted to Repository staff only
Contact us about this Publication
[thumbnail of EF_paper_AAM.pdf]
Official URL
https://doi.org/10.1177/17470218211002509

Abstract

The degree to which executive function (EF) abilities (including working memory (WM), inhibitory control (IC), and cognitive flexibility (CF)) can be enhanced through training is an important question, however research in this area is inconsistent. Previous cognitive training studies largely agree that training leads to improvements in the trained task, but the generalizability of this improvement to other related tasks remains controversial. In this paper, we present a pre-registered experiment that used an adaptive training procedure to examine whether EFs can be enhanced through cognitive training, and directly compared the efficacy and generalisability across sub-components of EF using training programs that target WM, IC or CF vs. an active control group. Participants (n=160) first completed a battery of tasks that assessed EFs, then were randomly assigned to one of four training groups, and completed an adaptive procedure over 21 days (10 training sessions) that targeted a specific sub-component of EF (or was comparatively engaging and challenging, but did not train a specific EF). At post-test, participants returned to the lab to repeat the battery of EF tasks. Results revealed robust direct training effects (i.e. on trained task), but limited evidence to support near (i.e. same EF, different task) and far (i.e. different EF and task) transfer effects. Where indirect training benefits emerged, the effects were more readily attributable to the overlapping training/assessment task routines, rather than more general enhancements to the underlying cognitive processes or neural circuits.

Item Type: Article
DOI/Identification number: 10.1177/17470218211002509
Uncontrolled keywords: Executive functions; working memory; inhibitory control; cognitive flexibility; cognitive training; transfer effects
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Divisions > Division of Human and Social Sciences > School of Psychology
Depositing User: H. Ferguson
Date Deposited: 19 Feb 2021 15:10 UTC
Last Modified: 06 Apr 2021 12:35 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/86678 (The current URI for this page, for reference purposes)
Ferguson, Heather: https://orcid.org/0000-0002-1575-4820
  • Depositors only (login required):