Effect of cognitive training on planning by school-aged children
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Abstract
Executive functions like sequential planning are essential cognitive processes for goal-oriented behavior. Early development of these skills is crucial for academic performance and everyday life. This study evaluated the effect of an eight-week computerized cognitive training program on children's sequential planning skills compared to a traditional paper-and-pencil training program. A controlled trial was conducted with 57 Third Grade students from public schools. The children were randomly assigned to either an experimental group (computerized training) or an active control group (paper-and-pencil training). The results showed that the computerized training led to significant improvements in planning skills compared to the control group. These findings support the use of digital programs as an effective strategy to foster the development of executive functions.
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