Enhanced efficiency of the executive attention network after training in preschool children: immediate changes and effects after two months

Abstract

Executive attention is involved in the regulation of thoughts, emotions and responses. This function experiences major development during preschool years and is associated to a neural network involving the anterior cingulate cortex and prefrontal structures. Recently, there have been some attempts to improve attention and other executive functions through training. In the current study, a group of 5 years old children (n=37) were assigned to either a training-group who performed ten sessions of computerized training of attention or a non-trained control group. Assessment of performance in a range of tasks, targeting attention, intelligence and regulation of affect was carried out in three occasions: (1) before, (2) after, and (3) two months after completion of training. Also, brain function was examined with a high-density electroencephalogram system. Results demonstrate that trained children activate the executive attention network faster and more efficiently than untrained children, an effect that was still observed two months after without further training. Also, evidence of transfer of attention training to fluid intelligence and, to a lesser degree, to regulation of affect was observed. Results show that efficiency of the brain system underlying self-regulation can be enhanced by experience during development, providing opportunities for curricular improvement.

Fig. 1

Plots of grand averaged ERPs waveforms to congruent and incongruent trials for all children at session PRE, and children assigned to the trained and non-trained groups at sessions POST1 and POST2. The top row shows ERPs at channels located in anterior frontal (AF) positions and the bottom row shows EPRs at channels in fronto-posterior (Fcz/Cz) leads. Shadowed areas between conditions show areas of significant amplitude differences between congruency conditions (dark grey: p < .01; light grey: p < .05). Arrow heads point to post-target times (in ms) for which topographic maps of t-tests differences were created (shown in Fig. 2, Fig. 3).

Fig. 2

Topographic maps of significant amplitude differences between congruency conditions (a) and corresponding source solutions (b) for each group at session POST1. Arrowheads show the particular time points (in ms) between the presentation of the target and the averaged time of the response to which each topo map corresponds. Dark blue areas in the topographic maps indicate sites in which amplitude of the ERPs was significantly more negative for incongruent, compared to congruent, trials. The top part of the topo maps corresponds to the front of the head.

Fig. 3

Topographic maps of significant amplitude differences between congruency conditions (a) and corresponding source solutions (b) for each group at session POST2. Arrowheads show the particular time points (in ms) between the presentation of the target and the averaged time of the response to which each topo map corresponds. Dark blue areas in the topographic maps indicate sites in which amplitude of the ERPs was significantly more negative for incongruent, compared to congruent, trials. The top part of the topo maps corresponds to the front of the head.