Scholarlink

<p>The effects of executive function (EF) training on children’s analogical reasoning—particularly analogical strategy use—remain unclear. This study used a pretest–posttest–follow-up design to explore and compare the effects of working memory (WM) and inhibitory control (IC) training on analogical performance and strategy use in school-age children. Fifty-nine children aged 8–10 were randomly allocated into WM training, IC training, and control groups. Children in the WM and IC training groups received adaptive training targeting multiple sub-components of WM and IC. In the pretest, posttest, and 6-month follow-up, children were tested on WM, IC, and analogical reasoning. Analogical performance was measured by the accuracy of the visual analogy task. Eye tracking was used to measure the analogical strategies when solving the visual analogy task. Results showed that WM and IC training improved analogical performance and strategy use in the posttest and even lasted for six months. WM training group demonstrated greater improvements in analogical strategy use but did not outperform the IC group in analogical performance. These findings highlight the value of WM and IC training in promoting the development of analogical reasoning in children.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Working memory vs. inhibitory control training: differential and sustained improvements on school-age children’s analogical performance and strategy

  • 期刊论文

  • 发表日期：

    2025年7月26日

查看全文
  • Haoning Liu,
  • Yue Qi,
  • Yaxin Zhang,
  • Andy Yu,
  • Yinghe Chen,
  • Xin Zhang,
  • Yan Lou,
  • Xiao Yu

摘要

The effects of executive function (EF) training on children’s analogical reasoning—particularly analogical strategy use—remain unclear. This study used a pretest–posttest–follow-up design to explore and compare the effects of working memory (WM) and inhibitory control (IC) training on analogical performance and strategy use in school-age children. Fifty-nine children aged 8–10 were randomly allocated into WM training, IC training, and control groups. Children in the WM and IC training groups received adaptive training targeting multiple sub-components of WM and IC. In the pretest, posttest, and 6-month follow-up, children were tested on WM, IC, and analogical reasoning. Analogical performance was measured by the accuracy of the visual analogy task. Eye tracking was used to measure the analogical strategies when solving the visual analogy task. Results showed that WM and IC training improved analogical performance and strategy use in the posttest and even lasted for six months. WM training group demonstrated greater improvements in analogical strategy use but did not outperform the IC group in analogical performance. These findings highlight the value of WM and IC training in promoting the development of analogical reasoning in children.