Exploring the Effect of Cool and Hot EFs Training in Four-Year-Old Children

Autor/inn/en	Pellizzoni, Sandra; Fontana, Martina; Passolunghi, Maria Chiara
Titel	Exploring the Effect of Cool and Hot EFs Training in Four-Year-Old Children
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 5, S.731-746 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1838272
Schlagwörter	Executive Function; Child Development; Teaching Methods; Outcomes of Education; Comparative Analysis; Inhibition; Short Term Memory; Delay of Gratification; Self Control; Kindergarten; Task Analysis; Foreign Countries; Cognitive Tests; Scores; Preschool Children; Italy; Digit Span Test + Suchen Sie Ihr Suchwort? Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Hemmung; Kurzzeitgedächtnis; Selbstbeherrschung; Aufgabenanalyse; Ausland; Kognitiver Fähigkeitstest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Italien
Abstract	Executive Functions (EFs) are crucial top-down processes characterized by cool and hot aspects, required for goal-directed behaviour. Only a few studies evaluated and trained concurrently cool and hot EFs. Therefore, we promote a training aiming to enhance both EFs components. A total of 91 children attending the second year of kindergarten were involved. Forty-two children attended the EFs training, while forty-nine children represented the active control group. The training was proposed twice a week for three months. The twenty sessions were divided as follows: 10 were focused on cool EFs, while the last 10 were related to hot EFs. The children were evaluated before and after the trainings with tasks including inhibition, working memory, delay of gratification, and emotion regulation. The results indicate increased cool and hot EFs abilities in children who attended the EFs training. Data are discussed in terms of developmental implications and highlights the importance to promote training focused also on hot EFs aspects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01