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Related Experiment Video

Updated: May 3, 2026

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

Applying cognitive training to target executive functions during early development.

¹a Medical Research Council Cognition and Brain Sciences Unit , Cambridge , UK.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence

|February 12, 2014

Summary

Early intervention in developmental psychopathology is key. Targeting early causal processes, like attentional control, may prevent later learning difficulties by leveraging neural plasticity in young children.

Keywords:

At-risk Attentional control Cognitive training Early intervention Infant Preventative intervention Toddler Working memory

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Last Updated: May 3, 2026

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Area of Science:

Developmental Psychology
Neuroscience
Clinical Psychology

Background:

Developmental psychopathology increasingly distinguishes causal mechanisms from disorder outcomes.
Early intervention targeting causal processes may be more effective than treating established symptoms.

Purpose of the Study:

To review evidence on early developmental plasticity.
To examine the role of early attentional control and working memory in learning.
To discuss cognitive training interventions for young children.

Main Methods:

Literature review evaluating evidence on neural and behavioral plasticity.
Analysis of correlational studies on early cognitive differences and later learning.
Review of existing cognitive training studies in young populations.

Main Results:

Neural and behavioral plasticity appear greatest in early development.
Early differences in attentional control and working memory correlate with later learning outcomes.
Few studies have targeted cognitive training in young children, presenting methodological challenges.

Conclusions:

Early, targeted cognitive training holds promise for understanding typical and atypical development.
Interventions should focus on early causal mechanisms rather than later outcomes.
Further research is needed to overcome challenges in early cognitive training interventions.