Executive Functions Training for 7- to 10-Year-Old Students with Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects

Autor/inn/en	Cai, Dan; Zhao, Jing; Chen, Zhijun; Liu, Di
Titel	Executive Functions Training for 7- to 10-Year-Old Students with Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects
Quelle	In: Journal of Learning Disabilities, 56 (2023) 5, S.392-409 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Di)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221117513
Schlagwörter	Children; Elementary School Students; Executive Function; Training; Mathematics Instruction; Learning Problems; Mathematics Skills; Intelligence; Program Effectiveness; Grade 2; Grade 3; Grade 4; Foreign Countries; China (Shanghai); Wechsler Individual Achievement Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Ausbildung; Mathematics lessons; Mathematikunterricht; Lernproblem; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Intelligenz; Klugheit; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; WIAT; Eignungsprüfung; Eignungstest
Abstract	Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10 years, were recruited and randomly divided into two groups: the training group (n = 16, 25 training sessions) and the control group (n = 16). Both groups took a pretest, a posttest, and a follow-up test (after 6 months) on EF, fluid intelligence, and mathematics skills. In the posttest, the training group's performance significantly improved in 2-back, number shifting, letter shifting, calculation fluency, and mathematics problem-solving tasks, but not in Stroop, Flanker, 1-back, numerical operations, and colored progressive matrices tasks. In the follow-up test after 6 months, the effects of training only on the 2-back and letter shifting tasks were sustained. The effect on the numerical operations task appeared; however, the effects on number shifting, calculation fluency, and mathematics problem-solving tasks disappeared. The results of this study show that EF training has instant effects of improving EF and mathematics skills of students with MD, and 6-month sustained effects on some of the improved skills. However, for fluid intelligence, the effects may be very limited. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01