Effects of task repetition but no transfer of inhibitory control training in healthy adults

Talanow, Tobias; Ettinger, Ulrich

doi:10.1016/j.actpsy.2018.04.016

Cited by 26 publications

(17 citation statements)

References 440 publications

(735 reference statements)

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“…Moreover, computerized IC training improved working memory (Zhao & Jia, 2018) and fluid intelligence (Aydmune, Introzzi, & Lipina, 2019). However, several studies have shown no near or far transfer effects following IC training (Talanow & Ettinger, 2018) or age dependent near transfer effects (i.e., in children but not in adults, Zhao, Chen, & Maes, 2016). In this context, our results suggest that classroom activities involving response inhibition and interference control improve the interference control of school-aged children as assessed in a Color-Word Stroop task (i.e., near transfer).…”

Section: Discussionmentioning

confidence: 99%

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Letang

Citron²,

Garbarg‐Chenon³

et al. 2020

Mind Brain and Education

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Online citizen science allows us to bridge the gap between researchers and nonresearchers and to improve the scientific literacy of nonresearchers. The aims of the present study were (a) to determine whether a 5-week randomized control trial conducted by teachers in their classroom could improve 7-to 12-year-old children's inhibitory control (IC) and (b) to provide proof of concept that online scientific research projects can provide meaningful results in the context of education. As expected, children in the IC training group improved their IC efficiency to a greater extent than children in the control training group. We provide the first evidence that such online scientific research projects can be effective in improving children's IC abilities and bridge the gap between the lab and the classroom. The use of neuroscience to improve education has been debated for the last 15 years, with some researchers arguing that neuroscience and education could be a bridge too far

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Section: Discussionmentioning

confidence: 99%

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Letang

Citron²,

Garbarg‐Chenon³

et al. 2020

Mind Brain and Education

View full text Add to dashboard Cite

show abstract

“…Even a progressive task in stop-signal paradigm improve inhibitory control [33] Although escalating the di culty of the task is an important factor for cognitive training, the variety of stimuli and tasks paradigms is a crucial factor for transfer of cognitive training gain to untrained domains. Indeed, without various progressive task the improvement in cognitive training is the effect of task repetition without any transferability [34] Amelioration of ADHD symptoms through inhibitory control training…”

Section: Trainability Of Inhibitory Controlmentioning

confidence: 99%

Inhibitory control training improves ADHD symptoms and externalizing behavior

Nejati¹,

Fallah²,

Raskin³

2020

Preprint

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Background: The majority of cognitive and behavioral deficit in children with attention deficit- hyperactivity disorder (ADHD) originates form the impaired inhibitory control. Methods: In the present study, thirty preschoolers with ADHD are requited in an experimental design in two equal control and intervention groups. The Color- word Stroop test, GO/No- Go task, Swanson, Nolan, and Pelham Rating Scale, and Child Behavior Checklist were used for assessment in baseline, after intervention, and one- month follow- up sessions. The program for attentive rehabilitation of inhibition and selective attention (PARISA) was used for intervention in 12-15 sessions. Results: The result found improvement in prepotent inhibition and interference control in intervention group. Furthermore, the hyperactivity/ impulsivity symptoms were ameliorated and the externalizing behavioral problem were improved after intervention. Conclusion: The inhibitory control in preschooler with ADHD is trainable and the benefit of training could be transferred to the ADHD symptoms and externalizing behavior.Trial registration: IR.IAU.TMU.REC.1398.046.

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“…In fact, just a progressive task in stop-signalling improved inhibitory control [33] A program that includes increasing the di culty of the task is an important factor for cognitive training, and the variety of stimuli and task paradigms is a crucial factor for transfer of cognitive training gain to untrained domains. Indeed, without various progressive tasks, the improvement in cognitive training is the effect of task repetition without any transferability [34].…”

Section: Trainability Of Inhibitory Controlmentioning

confidence: 99%

Inhibitory control training improves ADHD symptoms and externalizing behavior 

Nejati

Fallah

Raskin³

2020

Preprint

View full text Add to dashboard Cite

Background: The majority of cognitive and behavioral deficits in children with attention deficit- hyperactivity disorder (ADHD) originate from impaired inhibitory control. Methods: In the present study, thirty preschoolers with ADHD were recruited in a random clinical trial design in two equal control and intervention groups. The Color-Word Stroop test, Go/No- Go task, Swanson, Nolan, and Pelham Rating Scale, and Child Behavior Checklist were used for assessment at baseline, after intervention, and at one- month follow- up sessions. The program for attentive rehabilitation of inhibition and selective attention (PARISA) was used for intervention in 12-15 sessions. Results: The data demonstrate improvement in prepotent inhibition and interference control in the intervention group. Furthermore, the hyperactivity/ impulsivity symptoms were ameliorated and the externalizing behavioral problem were improved after intervention. Conclusion: Inhibitory control in preschoolers with ADHD is trainable and the benefit of training could be transferred to ADHD symptoms and externalizing behavior.Trial registration: IR.IAU.TMU.REC.1398.046.

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Effects of task repetition but no transfer of inhibitory control training in healthy adults

Cited by 26 publications

References 440 publications

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory control training improves ADHD symptoms and externalizing behavior

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Effects of task repetition but no transfer of inhibitory control training in healthy adults

Cited by 26 publications

References 440 publications

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Bridging the Gap between the Lab and the Classroom: An Online Citizen Scientific Research Project with Teachers Aiming at Improving Inhibitory Control of School‐Age Children

Inhibitory control training improves ADHD symptoms and externalizing behavior

Inhibitory control training improves ADHD symptoms and externalizing behavior&nbsp;

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Inhibitory control training improves ADHD symptoms and externalizing behavior