Isolated EF interventions show robust near-term EF gains but poor transfer, including to early mathematics¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Isolated EF training improves the trained EF but shows poor near transfer and limited evidence of transfer to untrained functions such as mathematics, especially when computerised. → Scerif 2023

Evidence¶

Scerif 2023¶

Scerif, G., Blakey, E., Gattas, S., Hawes, Z., Howard, S., Merkley, R., O'Connor, R., & Simms, V. (2023). Making the Executive 'Function' for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09824-3

q2 · i? · review · r3

Review synthesis of EF intervention studies and meta-analyses (e.g. Melby-Lervåg & Hulme 2013; Kassai et al. 2019), reporting "poor evidence of even near transfer" between EF components and limited transfer to mathematics.

"while evidence for the immediate efficacy of isolated EF training on the trained EF seems robust even in pre-schoolers, there is poor evidence of even near transfer (from one EF to another, for example, from inhibitory training to working memory outcomes; e.g. Thorell et al., 2009)."

Discussion¶

Related Claims¶

• Evidence for integrated EF–mathematics interventions is growing but mixed — related
• Transfer from computer-based working-memory and reasoning training in children is narrow: gains stay within the trained domain — a broader claim this one bears on
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• Working memory training shows short-term near-transfer gains but no compelling evidence of consistent long-term academic achievement gains — a broader claim this one bears on
• Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous — related
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