Traverso Laura, Viterbori Paola, Usai Maria Carmen
Department of Education Sciences, University of Genoa, Genoa, Italy.
Front Psychol. 2019 Sep 10;10:2053. doi: 10.3389/fpsyg.2019.02053. eCollection 2019.
In this study we examine the effectiveness and far transfer effects of a training that was found to be effective in promoting Executive Function (EF) in a sample of 5-year-old children (Traverso et al., 2015). By contrast with Traverso et al. (2015), the intervention was administered by regular teachers to verify its ecological validity. Far transfer was assessed by evaluating the training effects on pre-academic skills. 126 children attending the last year of Italian preschool educational services took part in the study (mainly 5-year-old children). Pre- and post-test assessments were conducted using a large EF and pre-academic skill task battery. The results indicate that the experimental group outperformed the control group in an interference suppression composite score. Moreover, significant far transfer effects to pre-academic skills in literacy domain were found. In addition, we found that the improvement in the pre academic skills (in both literacy and math domains) was mediated by the improvement in the interference suppression score. The results suggest the possibility that this intervention, which may be easily implemented in the context of educational services, can promote EF during the preschool period before entry to primary school.
在本研究中，我们检验了一项训练的有效性及远迁移效应。该训练在一个5岁儿童样本中被发现对促进执行功能（EF）有效（特拉韦索等人，2015年）。与特拉韦索等人（2015年）的研究不同，此次干预由正规教师实施，以验证其生态效度。通过评估训练对学前技能的影响来评定远迁移。126名参加意大利学前教育服务最后一年的儿童参与了该研究（主要是5岁儿童）。使用一套大量的执行功能和学前技能任务组进行前后测评估。结果表明，实验组在干扰抑制综合得分上优于对照组。此外，还发现对读写领域的学前技能有显著的远迁移效应。另外，我们发现学前技能（读写和数学领域）的提高是由干扰抑制得分的提高所介导的。结果表明，这种干预在教育服务背景下可能易于实施，并且在进入小学之前的学前阶段能够促进执行功能。
