Abstract
ABSTRACT Most empirical studies on executive function (EF) and socioeconomically disadvantaged children are largely restricted to understanding and confirming the link between them. The current study extended previous research by examining the near-transfer of task-switching training to a structurally similar new switching task, and far-transfer to a structurally dissimilar EF task (i.e. inhibition and working memory) and academic performance through a 4-week task-switching training programme using a randomised experimental design. Fifty low SES primary school students (M age = 8.6 years, SD = 0.7) in Hong Kong participated in pretest, posttest, and a one-year follow-up on task-switching performance, EF, and academic performance in three core subjects. Results showed that compared to an inactive control group, the app training group showed improved performance in similar (untrained task-switching) and dissimilar (inhibition) EF tasks even at one-year follow-up. No training effect was found at posttest and in academic performance. Potential implications for future research in task-switching training are discussed.
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