This study examines the efficacy of a school-based intervention for kindergartners that focuses on basic components of EF (working memory, inhibitory control, cognitive flexibility), a set of higher order cognitive processes necessary to regulate and control thought and actions. The promotion of EF development during the preschool period could contribute to reduce the persistence of self-regulation deficit, to decrease the risk of the onset of psychological problems associated with executive dysfunction and to increase school readiness. The efficacy of the training was investigated by means of a pre-post study which compared post-test EF performance between a control and an experimental group, after controlling for pre-test EF performance. The results indicate that the children who attended the intervention outperformed controls in all the basic EF components.
展开▼
