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dc.contributor.authorKubota, Maki
dc.contributor.authorHadley, Lauren V.
dc.contributor.authorSchaeffner, Simone
dc.contributor.authorKönen, Tanja
dc.contributor.authorMeaney, Julie-Anne
dc.contributor.authorMorey, Candice C.
dc.contributor.authorAuyeung, Bonnie
dc.contributor.authorMoriguchi, Yusuke
dc.contributor.authorKarbach, Julia
dc.contributor.authorChevalier, Nicolas
dc.date.accessioned2024-03-21T09:44:04Z
dc.date.available2024-03-21T09:44:04Z
dc.date.issued2023
dc.description.abstractThe current study investigated the effects of metacognitive and executive function (EF) training on childhood EF (inhibition, working memory [WM], cognitive flexibility, and proactive/reactive control) and academic skills (reading, reasoning, and math) among children from disadvantaged backgrounds. Children (N = 134, Mage = 8.70 years) were assigned randomly to the three training groups: (a) metacognitive training of basic EF processes (meta-EF), (b) training of basic EF processes (basic-EF), and (c) active controls (active control). They underwent 16 training sessions over the course of 2 months. No effects of EF and/or metacognitive training were found for academic outcomes. However, both meta-EF and basic-EF groups demonstrated greater gains than the active control group on proactive control engagement and WM, suggesting that EF training promotes a shift to more mature ways of engaging EF. Our findings suggest minimal near- and far-transfer effects of metacognitive training but highlight that proactive engagement of EF can be promoted through EF training in children.en_US
dc.identifier.citationKubota, Hadley, Schaeffner, Könen, Meaney, Morey, Auyeung, Moriguchi, Karbach, Chevalier. The effect of metacognitive executive function training on children's executive function, proactive control, and academic skills. Developmental Psychology. 2023;59(11):2002-2020en_US
dc.identifier.cristinIDFRIDAID 2205213
dc.identifier.doi10.1037/dev0001626
dc.identifier.issn0012-1649
dc.identifier.issn1939-0599
dc.identifier.urihttps://hdl.handle.net/10037/33212
dc.language.isoengen_US
dc.publisherAmerican Physiological Associationen_US
dc.relation.journalDevelopmental Psychology
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/H2020/813546/Cyprus/Innovative training network in systems approach to neurodevelopmental dysfunctions/Neo-PRISM-C/en_US
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.titleThe effect of metacognitive executive function training on children's executive function, proactive control, and academic skillsen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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