The transfer effects of executive function training on prospective memory in children with learning difficulties: a...

Area of Science:

• Cognitive Psychology
• Neuroscience
• Developmental Psychology

Background:

• Children with learning difficulties (LDs) exhibit significant prospective memory (PM) deficits.
• Underlying mechanisms of PM impairment and intervention effectiveness in LDs require further investigation.

Purpose of the Study:

• To investigate PM dysfunction in children with LDs.
• To explore executive function (EF) subcomponent improvement patterns during PM development in LDs.
• To evaluate EF training protocols for enhancing PM in children with LDs.

Main Methods:

• A computerized dual-task paradigm assessed PM performance in 93 children (10-12 years) with LDs.
• A 12-session EF training protocol targeted working memory, inhibitory control, and cognitive flexibility.
• Participants were randomized into cognitive training (CT), behavioral training (BT), or control groups, with assessments at pre-training, post-training, and 6-month follow-up.

Main Results:

• Both CT and BT groups showed significant PM improvements, with CT yielding superior effects.
• Working memory improved rapidly early in training; inhibitory control and cognitive flexibility showed progressive gains later.
• Improvements in PM were sustained at the 6-month follow-up.

Conclusions:

• EF training offers a promising avenue for improving PM in children with LDs.
• Distinct temporal patterns of EF subcomponent development were observed.
• Findings contribute to understanding and intervening in PM deficits in this population.