# 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.

## Key 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.