Far transfer to language and math of a short software-based gaming intervention

GOLDIN, A.; HERMIDA M.J.; SHALOM, D.E.; COSTA, M.E.; LÓPEZ-ROSENFELD, M.; SEGRETÍN M.S.; FERNÁNDEZ SLEZAK, D.; LIPINA S.J.; SIGMAN, M.

Proceedings of the National Academy of Sciences

National Academy of Sciences

Año: 2014 p. 6443 - 6448

1091-6490

Executive functions (EF) in children can be trained, but it remains unknown whether training-related benefits elicit far transfer to real-life situations. Here, we investigate whether a set of computerized games might yield near and far transfer on an experimental and an active control group of low-SES otherwise typically developing 6-y-olds in a 3-mo pretest?training?posttest design that was ecologically deployed (at school). The intervention elicits transfer to some (but not all) facets of executive function. These changes cascade to real-world measures of school performance. The intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances.