Laboratorio de Neurociencia Integrativa, Departamento de Física, Instituto de Física de Buenos Aires, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires, Consejo Nacional de Investigaciones Científicas y Técnicas, C1428EGA Buenos Aires, Argentina.
Proc Natl Acad Sci U S A. 2014 Apr 29;111(17):6443-8. doi: 10.1073/pnas.1320217111. Epub 2014 Apr 7.
Executive functions (EF) in children can be trained, but it remains unknown whether training-related benefits elicit far transfer to real-life situations. Here, we investigate whether a set of computerized games might yield near and far transfer on an experimental and an active control group of low-SES otherwise typically developing 6-y-olds in a 3-mo pretest-training-posttest design that was ecologically deployed (at school). The intervention elicits transfer to some (but not all) facets of executive function. These changes cascade to real-world measures of school performance. The intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances.
儿童的执行功能（EF）可以通过训练得到提高，但目前尚不清楚训练相关的益处是否会对现实生活情境产生远迁移。在这里，我们研究了一套计算机游戏是否可以在一个实验和一个积极对照组中产生近迁移和远迁移，这些对照组由低社会经济地位（SES）的、通常在 6 岁时发展的儿童组成，采用 3 个月的前测-训练-后测设计，并在生态上进行部署（在学校）。干预措施可以促进一些（但不是全部）执行功能方面的迁移。这些变化会影响到现实世界中学校表现的衡量标准。该干预措施可以使那些由于社会和家庭环境原因而经常上学和不上学的孩子在学业成绩上达到平等。
