Executive Function and Transfer Effect Training in Children: A Behavioral and Event-Related Potential Pilot Study

TL;DR

This study explores how training children's executive functions affects their cognitive performance and brain activity.

Contribution

The study introduces combined training for updating and inhibition and links behavioral improvements to specific EEG changes.

Findings

Combined training showed greater transfer to letter 2-back and arrow flanker tasks than single training.

Training led to reduced N2 amplitude and increased P300 amplitude, correlating with improved response times.

Behavioral improvements were strongly associated with increased P300 amplitude.

Abstract

This study examined the effect of executive function training targeting both updating and inhibition in children. The training included both single training (i.e., number 2-back training) and combined training (i.e., number 2-back and fish flanker training). Event-related potentials were also recorded. In Experiment 1, we employed both single-training and combined-training groups, which were contrasted with each other and with an active control group. In Experiment 2, the control group and the combined-training group were recruited to perform training tasks identical to those used in Experiment 1, and their EEG data were collected during the pretest and posttest stage. Experiment 1 found that the single group showed clear evidence for transfer to letter 2-back task compared with the active control group. The combined group showed significant transfer to the letter 2-back and arrow flanker task. Both groups found no transfer to fluid intelligence or shifting. Experiment 2 revealed that the participants who received updating and inhibition training showed a significant reduction in N2 amplitude and a significant increase in P300 amplitude after training in comparison to the active control group. Importantly, there was a significant positive correlation between reduced N2 amplitude and decreased response time in conflict effects. Additionally, there was a strong positive trend toward a relationship between behavioral performance improvement and an increase in P300 amplitude. From the perspective of the near-transfer effect, combined training is more effective than single training. Our results showed that the extent of transfer depends on the cognitive component overlap between the training and transfer tasks.

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