Doctoral School of Psychology, ELTE Eötvös Loránd University.
Institute of Education, ELTE Eötvös Loránd University.
Psychol Bull. 2019 Feb;145(2):165-188. doi: 10.1037/bul0000180.
In the present meta-analysis we examined the near- and far-transfer effects of training components of children's executive functions skills: working memory, inhibitory control, and cognitive flexibility. We found a significant near-transfer effect (g = 0.44, k = 43, p < .001) showing that the interventions in the primary studies were successful in training the targeted components. However, we found no convincing evidence of far-transfer (g = 0.11, k = 17, p = .11). That is, training a component did not have a significant effect on the untrained components. By showing the absence of benefits that generalize beyond the trained components, we question the practical relevance of training specific executive function skills in isolation. Furthermore, the present results might explain the absence of far-transfer effects of working memory training on academic skills (Melby-Lervag & Hulme, 2013; Sala & Gobet, 2017). (PsycINFO Database Record (c) 2019 APA, all rights reserved).
在本次荟萃分析中，我们考察了儿童执行功能技能训练成分的近迁移和远迁移效果：工作记忆、抑制控制和认知灵活性。我们发现了显著的近迁移效应（g=0.44，k=43，p<.001），表明初级研究中的干预措施成功地训练了目标成分。然而，我们没有发现远迁移的令人信服的证据（g=0.11，k=17，p=0.11）。也就是说，训练一个成分对未训练的成分没有显著影响。通过表明除了训练的成分之外，没有益处可以泛化，我们质疑孤立地训练特定执行功能技能的实际意义。此外，目前的结果可能解释了工作记忆训练对学术技能的远迁移效应的缺失（Melby-Lervag & Hulme，2013；Sala & Gobet，2017）。（PsycINFO 数据库记录（c）2019 APA，保留所有权利）。
