Abstract

Executive function (EF) is comprised of inhibitory control, working memory and cognitive flexibility, core components which more complex skills and abilities develop from, including problem solving, reasoning and planning. Adverse childhood experiences (ACE) negatively impact the development of these skills and in turn life outcomes. This pilot-study explores the use of computerized cognitive training applications (CCTA) (software-based training programs) in school, to improve these skills in children aged 6–11 with ACE. A pre-post-test, between-subject experimental design using an experimental and a placebo-control group was used. The control group were matched to the experimental group by prior academic attainment level and age. A one-way multivariate analysis of covariance (MANCOVA) assessed changes in EF across two time-points between the experimental and the control group. Both groups of participants were selected based on an ACE parent-report questionnaire score of 4+ (n = 32). EF was measured using the Behavior Rating Inventory of Executive Function (BRIEF), assessing far-transfer of training to behavioral measures of EF. Results show CCTA had a significant positive impact on executive function, particularly on working memory. This small-scale pilot study presents exciting directions for future research into the role of CCTA in order to confirm conclusions drawn.

摘要

执行功能（EF）包括抑制性控制，工作记忆和认知灵活性，更复杂的技能和能力所赖以发展的核心组成部分，包括问题解决，推理和计划。不良的童年经历（ACE）对这些技能的发展产生负面影响，进而影响生活成果。本实验研究探索了在学校中使用计算机认知训练应用程序（CCTA）（基于软件的训练计划），以提高ACE的6-11岁儿童的这些技能的能力。使用试验组和安慰剂对照组进行试验前的受试者间试验设计。对照组根据先前的学历水平和年龄与实验组相匹配。单因素协方差多元分析（MANCOVA）在实验组和对照组之间的两个时间点评估了EF的变化。两组参与者均基于ACE父母报告问卷得分为4+（n  = 32）。EF是使用执行功能行为评级清单（BRIEF）来衡量的，评估了培训向EF行为度量的远距离转移。结果表明，CCTA对执行功能，特别是对工作记忆有显着的积极影响。这项小规模的初步研究为CCTA的角色研究提供了令人兴奋的方向，以便确认得出的结论。