Metacognitive scaffolding added to computer-based executive attention training produces larger intelligence gains in preschoolers than regular training or an untrained active control¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2019 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Preschoolers receiving metacognitive scaffolding with computerized attention training showed larger intelligence gains than children in the regular training protocol and an untrained active control group. → Pozuelos 2019
Evidence¶
Pozuelos 2019¶
Pozuelos, J.P., Cómbita, L.M., Abundis-Gutiérrez, A., Paz-Alonso, P.M., Conejero A., Guerra, S., & Rueda, M.R. (2019). Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children. Developmental Science, 22: e12756. https://doi.org/10.1111/desc.12756
q3 · i? · causal · r?
The abstract reports the study's between-group comparison of intelligence gains among typically developing preschoolers across three conditions: metacognitive scaffolding training, regular training, and untrained active control. The metacognitive group showed "larger gains on intelligence"; no effect size is printed.
"Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence"
Discussion¶
Related Claims¶
- Metacognitive scaffolding plus executive attention training yields significant increases in the N2 ERP component associated with conflict processing in preschoolers — related
- Changes in the N2 ERP component predict intelligence gains in the metacognitive scaffolding group — related
- Metacognitive reflection training improves young children's DCCS performance, with behavioral and neural changes — 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
- Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous — related
- Isolated EF interventions show robust near-term EF gains but poor transfer, including to early mathematics — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-scaffolding-larger-intelligence-gains-preschoolers |
title |
Metacognitive scaffolding added to computer-based executive attention training produces larger intelligence gains in preschoolers than regular training or an untrained active control |
description |
Metacognitive scaffolding added to computer-based executive attention training produces larger intelligence gains in preschoolers than regular training or an untrained active control |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pozuelos-2019 |
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