ArticleJournal of cognitive enhancement : towards the integration of theory and practice2020
Domain-Specific Inhibitory Control Training to Improve Children's Learning of Counterintuitive Concepts in Mathematics and Science.
Article in Journal of cognitive enhancement : towards the integration of theory and practice, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Trial
- SEE+ computerized classroom-based training enhances 7- to 10-year-olds' socio-emotional cognition through observation and inference.PloS one · 2025Trial
- Transfer Effects of Integrated Adaptive Working Memory Training in School-Age Children: Improvements in Inhibitory Control and Asymmetric Gains in Mathematical Abilities.Journal of Intelligence · 2026Article
- Understanding the Role of Cognitive Abilities and Math Anxiety in Adolescent Math Achievement.Journal of Intelligence · 2025Article
- How Do Executive Functions Influence Children's Reasoning About Counterintuitive Concepts in Mathematics and Science?Journal of cognitive enhancement : towards the integration of theory and practice · 2023Article
- Artificial Cognitive Systems Applied in Executive Function Stimulation and Rehabilitation Programs: A Systematic Review.Arabian journal for science and engineering · 2023Article
- Teasing apart the unique contributions of cognitive and affective predictors of math performance.Annals of the New York Academy of Sciences · 2022Article
- Body Mass Index and Academic Achievement Among Chinese Secondary School Students: The Mediating Effect of Inhibitory Control and the Moderating Effect of Social Support.Frontiers in psychology · 2022Article
- Persistence of the "Moving Things Are Alive" Heuristic into Adulthood: Evidence from EEG.CBE life sciences education · 2021Article
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Authors and funding
13 authors.
Funding
Abstract
Evidence from cognitive neuroscience suggests that learning counterintuitive concepts in mathematics and science requires inhibitory control (IC). This prevents interference from misleading perceptual cues and naïve theories children have built from their experiences of the world. Here, we (1) investigate associations between IC, counterintuitive reasoning, and academic achievement and (2) evaluate a classroom-based computerised intervention, called Stop & Think, designed to embed IC training within the learning domain (i.e. mathematics and science content from the school curricula). Cross-sectional analyses of data from 627 children in Years 3 and 5 (7- to 10-year-olds) demonstrated that IC, measured on a Stroop-like task, was associated with counterintuitive reasoning and mathematics and science achievement. A subsample (
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