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Using working memory did notfeelings and

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Unformatted text preview: g improved more on and math, compared with no-treatment controls. serendipity, and self-control to resist temptations related benefits ofMontessori children showed more to EFs, aerobic exercise were reasoning transfer tasks than controls (11). Nei- Dose-response and avoid doing something they would regret. for the most difficult EF task and than controls. They also ther group showed transfer to the unpracticed foundcreativity in essay writing for math. Tomorrow’s leaders will need the discipline to skill (reasoning for the former, working memory Neither aerobicsfeeling improved more thanof community at stay focused, seeing tasks through to completion. reported group more of a sense for the later). The combined group showed less controls on the EF skill of selective attention All of those qualities are executive functions school. (EFs), the cognitive control functions needed when improvement on both (having received less prac- or on non-EF skills. you have to concentrate and think, when acting When Add-Ons to Classroom Curricula (32). Two 7- to 9-year-olds were randomly astice on each). Transfers were narrow. Nonverbal on your initial impulse might be ill-advised. analogical-reasoning training transferred to non- signed to 2 hours ofwith different philosophies, both inprograms fitness training daily for the EFs depend on a neural circuit in which the preverbal analogical reasoning on Raven’s Matrices school year (aerobic activities for 70 min, then tended to complement existing curricula, improve frontal cortex is central. Core EFs are cognitive but not to nonverbal gestalt completion on Raven’s. motor skill development) or no treatment, those flexibility, inhibition (self-control, self-regulation), EFs ( fitness training (42) (Promoting Alternative Nonverbal working-memory training transferred to who received 32). PATHSshowed more imand working memory (1). More complex EFs other measures of nonverbal working memory but provement in working memory than did controls, Thinking Strategies) trains teachers to build chilinclude problem-solving, reasoning, and plannot to the one measure of verbal working memory. which was especially evident when workingning. EFs are more important for school readdren’s competencies(21).self-control, recognizing in However, Efforts to use computer games to train in- memory demands were greater iness than is intelligence quotient (IQ) (2). They and managing differ significantly behibition have experienced limited success. Using working memory did notfeelings, and interpersonal problemcontinue to predict math and reading competence throughout all school years [e.g., (3)]. Clearly, to the two groups at either pre- or experience and react to the same dosage, duration, and frequency as tweensolving. Young childrenposttest. improve school readiness and academic success, Suggestive evidence from studies of physical CogMed studies, Thorell et al. found improveemotionsand music they can ,verbalize them and before training (24 25) targeting EFs...
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