Abstract
Executive functions and social cognition competences are associated with many important areas of life, such as school readiness, academic success or sociability. Numerous intervention programs aiming to improve these capacities have emerged and have been shown to be effective. As inhibition in particular, is closely related with social cognition competences, we developed a training program that targets both abilities and implemented it in kindergarten and lower primary school classes for 6 months. We evaluated its effectiveness at improving inhibition and social cognition as well as its possible impact on academic performance. The results showed that tackling inhibition and social cognition in the classroom at an early age improved inhibition, visual attention and flexibility as well as Theory of Mind and social information processing skills. However, the impact on academic learning was weak; a slight effect on a mathematical task was observed.
Highlights
In children, executive functions (EF) allow them to control their behavior and their attention (Espy, 2004; Burgess and Simons, 2005; Riggs et al, 2006b)
The aim of the present study was to assess the effectiveness of an intervention program combining the stimulation of inhibition and social cognition (ToM and SIP)
We checked whether the participants in the experimental group received a sufficient number of sessions by exploring the variable “attendance” and whether the teachers were involved in the project through the variable “level of involvement of the teachers.”
Summary
Executive functions (EF) allow them to control their behavior and their attention (Espy, 2004; Burgess and Simons, 2005; Riggs et al, 2006b). EFs allows children to focus and maintain their attention on a task while resisting distractions during school lessons. This allows them to stay focused on what the teacher says or on the task at hand, and remember and follow instructions correctly. That way they are able to take turns, not reacting impulsively in the playground, etc. Three main components of EFs are distinguished: working memory, inhibitory control, and cognitive flexibility (Miyake et al, 2000; Diamond, 2013). According to Diamond (2013) the two basic EF are inhibition and WM while flexibility would build on these two EF and develop much later (Davidson et al, 2006)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
