Improvement of Working Memory in Preschoolers and Its Impact on Early Literacy Skills: A Study in Deprived Communities of Rural and Urban Areas

Rojas-Barahona, Cristian A.; Förster, Carla E.; Moreno-Ríos, Sergio; McClelland, Megan M.

doi:10.1080/10409289.2015.1036346

Cited by 26 publications

(15 citation statements)

References 51 publications

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“…The reason for the difference in the results may be because of the difference in the plasticity of the three aspects of EFs. In particular, several empirical studies have investigated the training effects of computer-based training on children's working memory; some studies found the computer-based training to be effective (Prins et al, 2011;Dunning et al, 2013;Rojas-Barahona et al, 2015; see review by Klingberg, 2010;Morrison and Chein, 2011;Spencer-Smith and Klingberg, 2015), whereas some studies also found the training effect to be insignificant (Wong et al, 2014;de Vries et al, 2015;Melby-Lervag et al, 2016). There were also contradictory results about the transfer effects on inhibition; some studies indicated that computer-based training cannot be transferred to inhibition (Spierer et al, 2013;Ackermann et al, 2018;Hessl et al, 2019), whereas others found the transfer effects to be significant (Blakey and Carroll, 2015;Sanchez-Perez et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

et al. 2020

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Computer-based training has attracted increasing attention from researchers in recent years. Several studies have found that computer-based training resulted in improved executive functions (EFs) in adults. However, it remains controversial whether children can benefit from computer-based training and what moderator could influence the training effects. The focus of the present meta-analysis was to examine the effects of computer-based training on EFs in children: working memory, cognitive flexibility, and inhibitory control. A thorough search of published work yielded a sample of 36 studies with 216 effect sizes. The results indicated that computer-based training showed moderate training effects on improving EFs in children (g = 0.35, k = 36, p < 0.001), while training effects of working memory were significantly higher. Furthermore, we found near-transfer effects were marginally significantly higher than far-transfer effects. The standard training method was significantly more effective than training with game elements. In computer-based training, typically developing children had significantly better training effects than atypically developing children. Some additional factors, such as the number of training sessions and age, also modulated the training effects. In conclusion, the present study investigated the effects and moderators of computer-based training for children's EFs. The results provided evidence that computer-based training (especially standard training) may serve as an efficient way to improve EFs in children (especially typically developing individuals). We also discussed some directions for future computer-based training studies.

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Section: Introductionmentioning

confidence: 99%

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

et al. 2020

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“…Speech not only executes its main function of communication; it also provides for the development and functioning of other mental functions. Language development at preschool age has a significant impact on the development of cognitive skills (Diamond, Prevor, Callender, & Druin, 1997;Gooch, Thompson, Nash, Snowling, & Hulme, 2016;Pazeto, Seabra, & Dias, 2014;Rojas-Barahona et al, 2015) and emotional and personal development (Akhutina, Panikratova, Korneev, Matveeva, & Vlasova, 2019;Blair & Razza, 2007;Duff, Reen, Plunkett, & Nation, 2015;Slot, & von Suchodoletz, 2018;Weiland, Barata, & Yoshikawa, 2014). It also appears to be a strong predictor of psychological readiness for school learning (Pazeto et al, 2014;Rojas-Barahona et al, 2015;Japel, 2007).…”

Section: Language Developmentmentioning

confidence: 99%

“…At this moment, there are two main explanations of the nature of the relationship between language development and executive functions at preschool age. The first one derives from the idea of a gradual increase in the child's cognitive ability due to the development of his/her executive functions (Gooch et al, 2016;Rojas-Barahona et al, 2015;Bierman, Nix, Greenberg, Blair & Domitrovich, 2008;Cain, Oakhill, & Bryant, 2004;Goff, Pratt, & Ong, 2005: Nilsen & Graham, 2009Shaigerova, Shilko, & Zinchenko, 2019;Verhagen & Leseman, 2016;Weiland, Barata, & Yoshikawa, 2014).…”

Section: The Relationship Between Executive Functions and Languagementioning

confidence: 99%

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Kovyazina¹,

Oschepkova²,

Airapetyan³

et al. 2021

Psych. Rus.

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Background. The phenomenon of multilingualism and its impact on child development are in the spotlight of latter-day psychology, and of utmost importance both for theory and practice. Language development is a strong predictor of psychological readiness for school and further academic success. At the same time, children’s mastery of written and oral speech in school education in a multilingual environment has several distinctive features. This study was dedicated to examining the influence of executive functions on the development of the vocabulary aspects of speech (both active and passive vocabulary) of mono- and bilingual children growing up in a bilingual environment. Objective. We aimed to analyze the relationship between bilingualism and language development (vocabulary and verbal fluency) and determine which executive functions may help overcome the resulting difficulties at preschool age. Design. Both monolingual and bilingual children participated in the study (n=137 and n=81, respectively). The children’s ages ranged from 6 to 7 years (M=78.7 months, SD=5.87). Two independent General Linear Models (GLM) were built to define which executive functions influenced the vocabulary and verbal fluency of the mono- and bilingual subjects (controlling for age, gender, and non-verbal intelligence as well). Results. The results confirmed that bilingualism is negatively related to language development, but showed that verbal working memory significantly helps bilinguals compensate for difficulties in developing vocabulary and verbal fluency. Conclusion. The study demonstrated that the ability to preserve and reproduce verbal information was of more significance for children’s vocabulary and verbal fluency than their language group (mono- or bilingual).

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“…With this being so, and using digital biomarkers, one could potentially quantify the specific changes in the cognitive system induced by language learning, but more importantly, one could also determine the best cognitive foundations on which language learning could be built by virtue of establishing the reciprocal connections between domain-general executive functions and language acquisition. Furthermore, as Rojas-Barahona et al (2015) proposed, a cognitive stimulation intervention focused on these biomarkers could potentially increase and strengthen the neural network underlying language skills.…”

Section: Introductionmentioning

confidence: 99%

Improving Language Acquisition and Processing With Cognitive Stimulation

Tapia

Duñabeitia

2021

Front. Psychol.

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Improvement of Working Memory in Preschoolers and Its Impact on Early Literacy Skills: A Study in Deprived Communities of Rural and Urban Areas

Cited by 26 publications

References 51 publications

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children

Improving Language Acquisition and Processing With Cognitive Stimulation

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