Reflection training improves executive function in preschool-age children: behavioral and neural effects - PubMed (original) (raw)

Randomized Controlled Trial

Reflection training improves executive function in preschool-age children: behavioral and neural effects

Stacey D Espinet et al. Dev Cogn Neurosci. 2013 Apr.

Abstract

To assess the role of reflection in executive function, preschool-age children who perseverated (failed) on a pre-training version of the Dimensional Change Card Sort (DCCS) were given training with a different version (different stimuli) in which they were provided with corrective feedback and taught to reflect on the conflicting rule representations involved in the task. In Exp. 1, reflection training was based closely on Kloo and Perner (2003). Exp. 2 used a shortened (15min) version of the training protocol. In Exp. 3, this version of reflection training was compared to corrective feedback alone or mere practice with the task (without feedback). In all 3 experiments, children who received reflection training showed substantial improvements in performance on the pre-training version of the DCCS, whereas children in control conditions did not. In Exp. 3, these improvements were accompanied by a reduction from pre- to post-training in the amplitude of the N2 component of the ERP, an index of conflict detection. Results suggest not only that EF can be trained using a brief intervention targeting reflection, but also that training-related improvements in performance are associated with the down-regulation of ACC-mediated conflict detection. Implications for education are discussed.

Copyright © 2012. Published by Elsevier Ltd.

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Figures

Fig. 1

Fig. 1

Sequence of events for the computerized version of the pre- and post-training Dimensional Change Card Sort.

Fig. 2

Fig. 2

Sequence of events for the computerized version of the training Dimensional Change Card Sort.

Fig. 3

Fig. 3

Diagram depicting the flow of participants through Exps. 1–3.

Fig. 4

Fig. 4

Grand-averaged stimulus-locked waveforms at sites 16, 11, 6, and 129, recorded during children's performance on the post-switch phase of the pre-training DCCS (Day 1) and the post-training DCCS (Day 2). Waveforms depict the difference in N2 amplitude between pre-training and post-training waveforms for children who received reflection training, corrective feedback, and mere practice.

Fig. 5

Fig. 5

(a) Topographic plots of differences in peak N2 amplitude between Day 1 and Day 2 and corresponding source distributions for the reflection training group. (b). Topographic plots of differences in peak N2 amplitude between Day 1 and Day 2 and corresponding source distributions for the corrective feedback group. (c). Topographic plots of differences in peak N2 amplitude between Day 1 and Day 2 and corresponding source distributions for the mere practice group.

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