Training and transfer effects of executive functions in preschool children.

By L. Thorell, Sofia Lindqvist, Sissela Bergman Nutley, G. Bohlin, Torkel Klingberg. Developmental Science, 2009

1,069 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/1239d396ee59643bd34fb43505ec9fe4d29e4668

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Diamond
2. M. Rothbart
3. J. Best
4. Claudia M. Roebers
5. Zach Shipstead
6. Purificación Checa
7. Thomas S. Redick
8. Helen St Clair-Thompson

In Experimental and Cognitive Psychology

1. A. Diamond
2. Thomas S. Redick
3. R. Engle
4. Zach Shipstead
5. Susan E. Gathercole *
6. David Z. Hambrick
7. Claudia M. Roebers
8. J. Best

In Psychiatry and Mental health

1. R. P. Razza
2. E. Mezzacappa
3. Dessa Bergen-Cico
4. K. Raymond
5. Purificación Checa
6. M. Rothbart
7. A. Diamond
8. M. R. Rueda

Citations in the corpus

• Executive Functions (2012, positive): “…activity improving children’s EFs exists for CogMed c© computerized training (Bergman Nutley et al. 2011, Holmes et al. 2009, Klingberg et al. 2005, Thorell et al. 2009), a combination of computerized and interactive games (Mackey et al. 2011), task-switching computerized training (Karbach &…”
• Do “Brain-Training” Programs Work? (2016, background): “After training, most studies report significant transfer to other tasks that also require participants to recall (and probably to rehearse) the sequence of spatial locations with only superficial differences in the visual characteristics of the stimuli (e.g., span-board or dot-matrix tests; Akerlund”
• Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs (2013, background): “WM training studies target young children as well as adults with different problems (e.g., Thorell et al., 2008; Klingberg, Fernell, Olesen, Johnson, Gustafsson, Dahlström, et al., 2005; Jaeggi, Buschkuehl, Jonides & Perrig, 2007; Caviola, Mammarella, Cordnoldi & Lucangeli, 2009; Carretti, et al.,…”
• Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators (2015, background): “Unsworth and Engle (2007b) argued that “simple and complex span tasks largely measure the same basic subcomponent processes (e.”
• Is working memory training effective? (2012, methodology): “Thorell et al. (2009) examined the effect of adaptive WM training on the attention of preschoolers, via several measures.”
• Training attentional control and working memory - Is younger, better? (2012, background): “, 2002, 2005), although again not universally (Thorell et al., 2009; Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010; Westerberg et al., 2007), as well as to measures of sustained attention (Lundqvist, Grundstrom, Samuelsson, & Ronnberg, 2010; Thorell et al.”