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The efficacy of different interventions to foster children's executive function skills: A series of meta-analyses.
Psychological Bulletin ( IF 22.4 ) Pub Date : 2019-07-01 , DOI: 10.1037/bul0000195
Zsofia K Takacs 1 , Reka Kassai 2
Affiliation  

In the present meta-analysis all available evidence regarding the efficacy of different behavioral interventions for children's executive function skills were synthesized. After a systematic search we included experimental studies aiming to enhance children's (up to 12 years of age) executive functioning with neurodevelopmental tests as outcome measures. The results of 100 independent effect sizes in 90 studies including data of 8,925 children confirmed that it is possible to foster these skills in childhood (Diamond & Lee, 2011). We did not find convincing evidence, however, for the benefits to remain on follow-up assessment. Different approaches were effective for typically and nontypically developing samples. For nontypically developing children (including children with neurodevelopmental disorders or behavior problems) acquiring new strategies of self-regulation including biofeedback-enhanced relaxation and strategy teaching programs were the most effective. For typically developing children we found evidence for the moderate beneficial effects of mindfulness practices. Although small to moderate effects of explicit training with tasks loading on executive function skills in the form of computerized and noncomputer training were found, these effects were consistently weaker for nontypically developing children who might actually be more in need of such training. Thus, atypically developing children seem to profit more from acquiring new strategies of self-regulation as compared with practice with executive function tasks. We propose that explicit training does not seem to be meaningful as the approaches that implicitly foster executive functions are similarly or more effective, and these activities are more enjoyable and can be more easily embedded in children's everyday activities. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译:

不同干预措施对培养儿童执行功能技能的功效:一系列荟萃分析。

在本荟萃分析中,综合了关于不同行为干预对儿童执行功能技能功效的所有可用证据。经过系统的搜索后,我们纳入了旨在通过神经发育测试作为结果指标来增强儿童(不超过12岁)执行功能的实验研究。在90项研究中100种独立效应的结果(包括8,925名儿童的数据)证实,有可能在儿童时期培养这些技能(Diamond&Lee,2011)。但是,我们没有令人信服的证据表明在后续评估中仍然可以受益。对于典型的和非典型的样品开发,不同的方法是有效的。对于非典型发育儿童(包括患有神经发育障碍或行为问题的儿童),获得新的自我调节策略(包括生物反馈增强的放松)和策略教学计划最为有效。对于典型的发育中的儿童,我们发现了正念练习具有中度有益作用的证据。尽管发现以计算机化和非计算机化培训的形式对执行功能进行任务负荷的显式培训具有中度到中等程度的影响,但对于那些实际上可能更需要这种培训的非典型发育儿童来说,这些效果一直较弱。因此,与具有执行功能任务的练习相比,非典型发育中的孩子似乎从获得新的自我调节策略中获益更多。我们建议,显式培训似乎没有意义,因为隐式地培养执行功能的方法类似或更有效,并且这些活动更令人愉快,并且可以更容易地嵌入到儿童的日常活动中。(PsycINFO数据库记录(c)2019 APA,保留所有权利)。
更新日期:2019-07-01
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