Executive control training from middle childhood to adolescence

Karbach, Julia; Unger, Kerstin · 2014 · OpenAlex-citations

DOI: 10.3389/fpsyg.2014.00390

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Summary

This review article examines the efficacy and mechanisms of process-based executive control training in normally developing children and adolescents. The authors address the inconsistency in previous literature regarding the transferability of cognitive training gains, noting that while executive functions (EFs) are strong predictors of academic and life outcomes, results from interventions have been mixed. The paper aims to clarify the developmental trajectory of EFs, evaluate specific training effects on core components (cognitive flexibility, working memory, and inhibition), and explore individual differences and clinical applications. The authors define EFs through the "unity/diversity" framework, identifying three separable but correlated components: shifting, updating, and inhibition. They review neuroimaging evidence indicating that these functions rely on a common frontoparietal network alongside component-specific regions. Developmentally, EFs transition from a unitary structure in preschoolers to distinct subcomponents in school-age children, paralleling the protracted maturation of the prefrontal cortex. The review analyzes experimental studies where children and adolescents underwent intensive task-switching or working memory training. These process-based interventions targeted general processing capacities rather than task-specific strategies. Key findings indicate that process-based training can induce significant near and far transfer effects in this age group. For instance, task-switching training in children aged 7–9 improved performance on untrained switching tasks, as well as measures of inhibition, working memory, and reasoning. Similarly, adolescents showed reduced switch costs after training. The authors note that transfer efficacy depends on training parameters; for example, children benefited more from consistent training tasks, whereas adults handled varied tasks better. Neural correlates suggest that training-induced improvements are linked to changes in frontoparietal activation patterns and connectivity. The significance of this work lies in its demonstration that cognitive plasticity in middle childhood and adolescence is substantial and responsive to targeted intervention. Unlike strategy-based training, which often yields limited transfer, process-based EF training appears capable of enhancing broader cognitive control. The authors conclude that interventions should be tailored to developmental stages and specific cognitive deficits, offering potential benefits for both educational enhancement in healthy populations and clinical compensation for disorders like ADHD. The review underscores the need for standardized methodologies to further validate these promising effects.

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• executive function