A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol
Abstract Background Executive functions (EF) are cognitive processes that support goal-directed behaviors that are essential for children’s academic success, predicting school performance more strongly than IQ. However, intervention studies report mixed findings regarding the causal far-transfer eff...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-07-01
|
| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-025-03075-3 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849238246629834752 |
|---|---|
| author | Nicholas Napolitano Cristian A. Rojas-Barahona Jorge Gaete Ricardo Araya |
| author_facet | Nicholas Napolitano Cristian A. Rojas-Barahona Jorge Gaete Ricardo Araya |
| author_sort | Nicholas Napolitano |
| collection | DOAJ |
| description | Abstract Background Executive functions (EF) are cognitive processes that support goal-directed behaviors that are essential for children’s academic success, predicting school performance more strongly than IQ. However, intervention studies report mixed findings regarding the causal far-transfer effects to academic skills, such as literacy and mathematics. Age and intervention modality may moderate these effects: younger children may experience greater EF gains due to heightened neuroplasticity, and the format of delivery (digital, traditional, or mixed) could influence engagement and outcomes. This study aims to examine the effectiveness of EF interventions delivered across three modalities and two developmental stages to identify the most effective approach for enhancing both EF and academic performance. Methods A cluster-randomized controlled trial will be conducted in four municipal schools in Chile. Using a 4 × 2 factorial design, schools will be randomly assigned to one of four conditions: digital, traditional, mixed-modality, or control. Two age groups will be included (5–6 and 9–10 years). Participants (N = 240) will complete 24 intervention sessions over 12 weeks. The intervention is adapted from a previously validated digital platform targeting executive and social-emotional skills. For this study, the activities focus on stimulating working memory, inhibitory control, and cognitive flexibility. Sessions are gamified and delivered via tablets, physical materials, or a combination of both, depending on condition. Primary outcomes include the three core EF domains, assessed pre- and post-intervention. Secondary outcomes include literacy and mathematical skills. Data will be analyzed using Multivariate Analysis of Covariance (MANCOVA) and Linear Mixed Models (LMM) to examine main effects, interactions, and moderating roles of age and modality. Discussion This study will provide key insights into how age and the intervention modality influence EF training outcomes with regard to EF and possibly academic domains. By comparing digital, traditional, and mixed delivery, we aim to identify the most effective and engaging intervention format across developmental stages. Findings may inform scalable, evidence-based educational programs, particularly for vulnerable populations, and serve as a foundation for future large-scale trials to guide best practices in EF intervention research. Trial registration NCT06935656, April 20, 2025 [https//clinicaltrials.gov/study/NCT06935656] https//osf.io/9mp83, March 11, 2025. |
| format | Article |
| id | doaj-art-b3c50d34af0c4dc6a92753db243e9c3f |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-b3c50d34af0c4dc6a92753db243e9c3f2025-08-20T04:01:42ZengBMCBMC Psychology2050-72832025-07-0113111110.1186/s40359-025-03075-3A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocolNicholas Napolitano0Cristian A. Rojas-Barahona1Jorge Gaete2Ricardo Araya3Doctorate in Psychology, Faculty of Psychology, Research Center on Cognitive Sciences, Millenium Nucleus for the Science of Learning, University of TalcaFaculty of Psychology, Research Center on Cognitive Sciences, Millenium Nucleus for the Sciences of Learning, University of TalcaResearch Center for Students Mental Health (ISME), School of Education, Faculty of Social Sciences, Universidad de los AndesDepartment of Health Service & Population Research, David Goldberg Centre, King’s College LondonAbstract Background Executive functions (EF) are cognitive processes that support goal-directed behaviors that are essential for children’s academic success, predicting school performance more strongly than IQ. However, intervention studies report mixed findings regarding the causal far-transfer effects to academic skills, such as literacy and mathematics. Age and intervention modality may moderate these effects: younger children may experience greater EF gains due to heightened neuroplasticity, and the format of delivery (digital, traditional, or mixed) could influence engagement and outcomes. This study aims to examine the effectiveness of EF interventions delivered across three modalities and two developmental stages to identify the most effective approach for enhancing both EF and academic performance. Methods A cluster-randomized controlled trial will be conducted in four municipal schools in Chile. Using a 4 × 2 factorial design, schools will be randomly assigned to one of four conditions: digital, traditional, mixed-modality, or control. Two age groups will be included (5–6 and 9–10 years). Participants (N = 240) will complete 24 intervention sessions over 12 weeks. The intervention is adapted from a previously validated digital platform targeting executive and social-emotional skills. For this study, the activities focus on stimulating working memory, inhibitory control, and cognitive flexibility. Sessions are gamified and delivered via tablets, physical materials, or a combination of both, depending on condition. Primary outcomes include the three core EF domains, assessed pre- and post-intervention. Secondary outcomes include literacy and mathematical skills. Data will be analyzed using Multivariate Analysis of Covariance (MANCOVA) and Linear Mixed Models (LMM) to examine main effects, interactions, and moderating roles of age and modality. Discussion This study will provide key insights into how age and the intervention modality influence EF training outcomes with regard to EF and possibly academic domains. By comparing digital, traditional, and mixed delivery, we aim to identify the most effective and engaging intervention format across developmental stages. Findings may inform scalable, evidence-based educational programs, particularly for vulnerable populations, and serve as a foundation for future large-scale trials to guide best practices in EF intervention research. Trial registration NCT06935656, April 20, 2025 [https//clinicaltrials.gov/study/NCT06935656] https//osf.io/9mp83, March 11, 2025.https://doi.org/10.1186/s40359-025-03075-3Executive functionsFar transferCognitive interventionAcademic performanceSchool children |
| spellingShingle | Nicholas Napolitano Cristian A. Rojas-Barahona Jorge Gaete Ricardo Araya A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol BMC Psychology Executive functions Far transfer Cognitive intervention Academic performance School children |
| title | A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol |
| title_full | A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol |
| title_fullStr | A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol |
| title_full_unstemmed | A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol |
| title_short | A comparison of three executive function interventions on direct and far transfer in Chilean school children: a cluster-randomized controlled protocol |
| title_sort | comparison of three executive function interventions on direct and far transfer in chilean school children a cluster randomized controlled protocol |
| topic | Executive functions Far transfer Cognitive intervention Academic performance School children |
| url | https://doi.org/10.1186/s40359-025-03075-3 |
| work_keys_str_mv | AT nicholasnapolitano acomparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT cristianarojasbarahona acomparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT jorgegaete acomparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT ricardoaraya acomparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT nicholasnapolitano comparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT cristianarojasbarahona comparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT jorgegaete comparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol AT ricardoaraya comparisonofthreeexecutivefunctioninterventionsondirectandfartransferinchileanschoolchildrenaclusterrandomizedcontrolledprotocol |