Learning variability and training order: preliminary results of a cognitive intervention on executive functions in children

Executive functions (EF) are cognitive functions that allow us to control actions and thoughts and adapt to changing environments, and can be improved through cognitive training. For more than fifteen years, our team has implemented Mate Marote, a free access gaming software to train and assess EF in children. Brief and spaced interventions take place within the classroom with successful results. There are open questions about the best way to train EF, particularly regarding training order: should basic EF be trained first and then more complex ones, or vice versa? Does this intervention differentially affect children? We present preliminary results from 83 children from grades 1 to 3 from different countries and contexts. Interventions ranged from 8 to 13 weekly sessions, 15 minutes each. Cognitive outcomes were assessed before and after training. The experimental groups varied in the order of training tasks. A model was calculated with composite score as outcome, and experimental group, intervention site, and school grade as predictors. We found that grade 1 children benefited less than those from grade 2. No differences were found between grade 2 and 3 or grade 1 and 3. Overall, we did not find an effect of training order. Results are discussed in relation to the importance of learning contexts and variability, as well as limitations and possible modulators (i.e. contextual variables, development, and sample size).