Combine metacognitive scaffolding with computerized process-based training of executive attention to boost cognitive and neural benefits in young children¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 2 studies (2 causal), q2–q3 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

This strategy pairs social scaffolding and metacognitive strategies with computer-based process-based training of executive attention. The article notes that "no prior studies have examined the effect of combining these two training strategies" and tested the combination with typically developing preschoolers at cognitive and brain levels. The authors conclude that "metacognitive scaffolding boosts the influence of process-based training on cognitive efficiency and brain plasticity related to cognitive control."

Design Implications¶

Context¶

Requirements¶

• Requires a computerized process-based training protocol for executive attention plus adult scaffolding that embeds metacognitive strategies during training

Constraints¶

• Evidence comes from typically developing preschoolers; the abstract does not establish generalization to other ages or populations

Target Learners¶

• typically developing preschoolers

Target Learning Goals¶

• executive attention and cognitive control
• intelligence

Claims¶

• Metacognitive scaffolding added to computer-based executive attention training produces larger intelligence gains in preschoolers than regular training or an untrained active control [+W]
• Metacognitive scaffolding plus executive attention training yields significant increases in the N2 ERP component associated with conflict processing in preschoolers [+W]
• Changes in the N2 ERP component predict intelligence gains in the metacognitive scaffolding group [+W]
• Metacognitive reflection training improves young children's DCCS performance, with behavioral and neural changes [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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