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Yanaoka K, Van't Wout F, Saito S, Jarrold C. Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children. Cognition 2024; 242:105650. [PMID: 37913636 DOI: 10.1016/j.cognition.2023.105650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Revised: 10/09/2023] [Accepted: 10/13/2023] [Indexed: 11/03/2023]
Abstract
Engaging cognitive control is essential to flexibly adapt to constantly changing environments. However, relatively little is known about how prior task experience impacts on the engagement of cognitive control in novel task environments. We aimed to clarify how individuals learn and transfer the engagement of cognitive control with a focus on the hierarchical and temporal aspects of task knowledge. Highlighting two distinct cognitive control processes, the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control), we conducted six preregistered online experiments with both adults (Experiment 1, 3, and 5: N = 71, N = 108, and N = 70) and 9- to 10-year-olds (Experiment 2, 4, 6: N = 69, N = 108, and N = 70). Using two different experimental paradigms, we demonstrated that prior task experience of engaging reactive control makes adults and 9-to 10-year-olds respond in a reactive way in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. This indicates that individuals do learn knowledge about the temporal structure of task goal activation and, on occasion, negatively transfer this knowledge. Furthermore, individuals exhibited these negative transfer effects in a similar-structured condition with different task goals and stimuli, indicating that they learn hierarchically-structured task knowledge. The collective findings suggest a new way of understanding how hierarchical and temporal task knowledge influences the engagement of cognitive control and highlight potential mechanisms underlying the near transfer effects observed in cognitive control training.
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Affiliation(s)
- Kaichi Yanaoka
- Osaka Kyoiku University, 4-88 Minami Kawahoricho, Tennoji, Osaka 543-0054, JP, Japan.
| | - Félice Van't Wout
- University of Exeter, Perry Road, Prince of Wales Road, Exeter EX4 4QG, UK
| | - Satoru Saito
- Kyoto University, Yoshidahonmachi, Sakyo-ku, Kyoto 606-8501, JP, Japan
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Tang C, Huang T, Huang J, Xu N, Lyu H, Wang Y, Cao Y. Effortful and effortless training of executive functions improve brain multiple demand system activities differently: an activation likelihood estimation meta-analysis of functional neuroimaging studies. Front Neurosci 2023; 17:1243409. [PMID: 38033550 PMCID: PMC10682784 DOI: 10.3389/fnins.2023.1243409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Accepted: 10/18/2023] [Indexed: 12/02/2023] Open
Abstract
Both effortful and effortless training have been shown to be effective in enhancing individuals' executive functions. Effortful training improves domain-specific EFs, while effortless training improves domain-general EFs. Furthermore, effortful training has significantly higher training effects on EFs than effortless training. The neural mechanism underlying these different effects remained unclear. The present study conducted meta-analysis on neuroimaging studies to explore the changes of brain activations induced by effortful and effortless training. The results showed that effortful training induced greater activation in superior frontal gyrus, while effortless training induced greater activation in middle frontal gyrus, precuneus and cuneus. The brain regions of MD system enhanced by effortful training were more associated with core cognitive functions underlying EFs, while those enhanced by effortless training were more correlated with language functions. In addition, the significant clusters induced by effortful training had more overlaps with the MD system than effortless training. These results provided us with possibility to discuss the different behavioral results brought by effortful and effortless training.
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Affiliation(s)
- Chan Tang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Ting Huang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Humanities and Social Sciences, Beijing Institute of Technology, Beijing, China
| | - Jipeng Huang
- School of Psychology, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Nuo Xu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Hui Lyu
- School of Psychology, Northeast Normal University, Changchun, China
| | - Yuan Wang
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
| | - Yifei Cao
- School of Psychology, Northeast Normal University, Changchun, China
- School of Psychology, Jilin Provincial Key Laboratory of Cognitive Neuroscience and Brain Development, Northeast Normal University, Changchun, China
- State Key Laboratory for Cognitive Neuroscience and Learning, Faculty of Psychology, Beijing Normal University, Beijing, China
- Zurich Center for Neuroscience, University of Zurich and ETH Zurich, Zurich, Switzerland
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Zhang W, Liu H, Zhang T. Immediate and short-term effects of single-task and motor-cognitive dual-task on executive function. PLoS One 2023; 18:e0290171. [PMID: 37585447 PMCID: PMC10431647 DOI: 10.1371/journal.pone.0290171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 08/02/2023] [Indexed: 08/18/2023] Open
Abstract
OBJECTIVES Executive function plays an important role in our daily life and can be affected by both single task (acute aerobic exercise or cognitive training) and dual-task (acute motor-cognitive training) interventions. Here we explored the immediate and short-term effect on executive function to texted whether dual-task interventions are more effective at promoting executive function. METHODS Forty-six young men were recruited (mean age: 20.65 years) and assigned randomly to aerobic exercise (n = 15), cognitive training (n = 15), or dual-task (n = 16) groups. Executive functions were assessed before, immediately after, and 30 min after intervention using Go/No-go, 2-back, and More-Odd-Shifting tests. RESULTS Working memory function improved after all three interventions (significant Time effect, F(2,86) = 7.05, p = 0.001). Performance on the 2-back test was significantly better immediately after dual-task intervention (p = 0.038) and the response time was shorter (p = 0.023). Performance on the More-Odd-Shifting test improved over time (significant Time effect, F(2,86) = 30.698, p = 0.01), both immediately after the dual-task intervention (p = 0.015), and 30 min later (p = 0.001). Shifting-test performance was also better immediately after (p = 0.005) and 30 min after (p < 0.001) aerobic exercise. CONCLUSION Executive function was enhanced by single-task (acute aerobic exercise or cognitive training) and dual-task interventions. The effect continued for 30 min after both the single-task aerobic exercise and the dual-task intervention. For short-term intervention, the dual-task was not more effective than either of the single tasks.
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Affiliation(s)
- Weibin Zhang
- School of Sports Medicine and Rehabilitation, North Sichuan Medical College, Gaoping District, Nanchong, Sichuan Province, China
| | - Hua Liu
- School of Kinesiology and Health, Capital University of Physical Education and Sports, Haidian District, Beijing, China
| | - Tong Zhang
- Rehabilitation Teaching and Research Department, Zhoukou Vocational and Technical College, Zhoukou City, Henan Province, China
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Training and asymmetrical transfer effects of working memory and inhibitory control in primary school children. J Exp Child Psychol 2023; 227:105603. [PMID: 36508931 DOI: 10.1016/j.jecp.2022.105603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 11/18/2022] [Accepted: 11/21/2022] [Indexed: 12/13/2022]
Abstract
Working memory (WM) and inhibitory control (IC) are two fundamental and supportive components of executive function (EF) that are critical for school-age children. However, the direct comparison of the training and transfer effects of WM and IC training in school-age children still needs to be improved. This study adopted a "pre-, post-, and delayed posttest" design to compare the training, near-transfer, and far-transfer effects of WM and IC in school-age children. A total of 60 children aged 8 to 10 years were randomly assigned to the WM training group, IC training group, or control group. Children in the WM and IC training groups completed 12 sessions of multiple adaptive training tasks tapping different subcomponents of WM (visual-spatial and verbal WM) and IC (interference control and response inhibition) separately. In the pretraining, posttraining, and 6-month follow-up stages, we used WM and IC tasks to evaluate training and near-transfer effects and used analogical reasoning tasks to evaluate far-transfer effects. Results showed significant training effects on visual-spatial and verbal WM, near-transfer effects on response inhibition, and far-transfer effects on analogical reasoning for WM training in the posttraining stage. The improvements in verbal WM and analogical reasoning were maintained for 6 months, whereas for IC training only the training effects on response inhibition and the far-transfer effects on analogical reasoning were observed in the posttraining stage and only the training effects on response inhibition were maintained for 6 months. Results suggested positive training and asymmetrical transfer effects of WM and IC training, which provide new evidence for the effectiveness of WM and IC training in school-age children.
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Fyfe ER, Borriello G, Merrick M. A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving. EDUCATIONAL PSYCHOLOGIST 2022; 58:130-145. [PMID: 37520029 PMCID: PMC10373990 DOI: 10.1080/00461520.2022.2108426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/01/2023]
Abstract
Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.
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Affiliation(s)
- Emily R Fyfe
- Department of Psychological and Brain Sciences, Indiana University
| | - Giulia Borriello
- Department of Psychological and Brain Sciences, Indiana University
| | - Megan Merrick
- Department of Psychological and Brain Sciences, Indiana University
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Xia T, Kang M, Chen M, Ouyang J, Hu F. Design Training and Creativity: Students Develop Stronger Divergent but Not Convergent Thinking. Front Psychol 2021; 12:695002. [PMID: 34671286 PMCID: PMC8520923 DOI: 10.3389/fpsyg.2021.695002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 09/10/2021] [Indexed: 11/13/2022] Open
Abstract
Design training programs that teach creativity often emphasize divergent thinking (generation of ideas) more than convergent thinking (evaluation of ideas). We hypothesized that training would lead to more both types of creativity, but especially divergent thinking. Three groups of university students (N=120; n=40 in each group) were recruited to participate: senior design students (graduate students with at least 4years of design training as undergraduates); junior design students (undergraduates in their first year of design training); and undergraduate students in majors unrelated to design. The students completed three tasks in a classroom setting to assess divergent thinking (Alternate Uses Task), convergent thinking (Remote Associates Task), and nonverbal abstract reasoning (Raven's Progressive Matrices Test). The results of one-way ANOVAs showed that as expected, senior design students significantly outperformed junior design students and non-design majors in divergent thinking. However, contrary to expectations, senior design students had significantly lower scores than the non-design group on convergent thinking; the junior design students' scores fell in the middle but were not significantly different from either of the other groups. There were no group differences in nonverbal abstract reasoning. These findings suggest that design training significantly improves students' ability to generate ideas but does not improve, or may even hinder, their ability to evaluate whether the ideas are useful for the task at hand. The results have implications for developing a research-based curriculum in design training programs.
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Affiliation(s)
- Tiansheng Xia
- School of Art and Design, Guangdong University of Technology, Guangzhou, China
| | - Mengxia Kang
- School of Art and Design, Guangdong University of Technology, Guangzhou, China
| | - Meng Chen
- School of Art and Design, Guangdong University of Technology, Guangzhou, China
| | - Jia Ouyang
- School of Art and Design, Guangdong University of Technology, Guangzhou, China
| | - Fei Hu
- School of Art and Design, Guangdong University of Technology, Guangzhou, China
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Yanaoka K, Van't Wout F, Saito S, Jarrold C. Prior task experience increases 5-year-old children's use of proactive control: Behavioral and pupillometric evidence. Dev Sci 2021; 25:e13181. [PMID: 34623719 DOI: 10.1111/desc.13181] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 09/24/2021] [Accepted: 10/01/2021] [Indexed: 11/29/2022]
Abstract
Children engage cognitive control reactively when they encounter conflicts; however, they can also resolve conflicts proactively. Recent studies have begun to clarify the mechanisms that support the use of proactive control in children; nonetheless, sufficient knowledge has not been accumulated regarding these mechanisms. Using behavioral and pupillometric measures, we tested the novel possibility that 5-year-old children (N = 58) learn to use proactive control via the acquisition of abstract task knowledge that captures regularities of the task. Participants were assigned to either a proactive training group or a control training group. In the proactive training group, participants engaged in a training phase where using proactive control was encouraged, followed by a test phase using different stimuli where both proactive and reactive control could be used. In the control training group, participants engaged in a training phase where both cognitive control strategies could be used, followed by a similarly-structured test phase using different stimuli. We demonstrated children in the control training group responded more quickly and accurately and showed greater cue-related pupil dilation in the test phase than in the training phase. However, there were no differences in response times, accuracies, and pupil dilation between the proactive and control training groups in the training and test phases. These findings suggest that prior task experience, that goes beyond specific knowledge about the timing of task goal activation, can lead children to engage more proactive control endogenously, even if they are not directly encouraged to do so.
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Affiliation(s)
- Kaichi Yanaoka
- Graduate School of Education, The University of Tokyo, Tokyo, Japan.,Japan Society for the Promotion of Science, Tokyo, Japan
| | | | - Satoru Saito
- Graduate School of Education, Kyoto University, Kyoto, Japan
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A working memory span task for toddlers. Infant Behav Dev 2021; 63:101550. [PMID: 33677224 DOI: 10.1016/j.infbeh.2021.101550] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 11/25/2020] [Accepted: 02/25/2021] [Indexed: 11/20/2022]
Abstract
This study presents a new working memory measure for toddlers, inspired by the Spin-the-Pots (Hughes & Ensor, 2005), which we modified structuring it as a memory span task. As in the original task, we required toddlers to retrieve objects hidden in little boxes; however, in our Memory Span Spin-the-Pots (MSSP) we used smaller numbers of targets, and we systematically manipulated memory load, covering or not the display, and rotating it or not. Two experiments involved participants between 18 months and three years. In Experiment 1 we examined the effects of covering and rotation on toddlers' memory. Either covering or rotating the stimuli hindered their performance, and combining both transformations yielded an under-additive interaction. Moreover, the effect of covering decreased in the second half of the procedure. In Experiment 2 we validated the MSSP as a working memory measure by comparing it with the Imitation Sorting Task (IST; Alp, 1994). We found that the MSSP correlated with the IST, also with age partialled out, although the IST was easier. In both experiments, the scores increased with age. Overall, this research sheds light on some variables that affect toddlers' performance on the MSSP, and shows that it can be used as a valid working memory measure for toddlers. The results are discussed considering the attentional processes presumably involved.
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