Syntes: Scionti et al. (2020) — preschool cognitive training raises EF (g = 0.352) but not learning-related outcomes

Källa: Scionti, N.; Cavallero, M.; Zogmaister, C.; Marzocchi, G. M. (2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis. https://doi.org/10.3389/fpsyg.2019.02812

Verified content

• [abstract] Final set 32 studies from 27 papers; 123 effect sizes; ages 3–6.
• [abstract] Overall effect on executive functions g = 0.352 (k = 123, p < .001); no significant difference between near and far transfer on executive domains.
• [abstract] No significant additional outcome effects for behavioural- or learning-related outcomes.

• [abstract] Stronger for developmentally at-risk children (ADHD or low SES) than for typically developing children; moderated by individual vs group sessions and training length.

• [full text] Designs: randomised or pre-post with an active or passive control; at least 10 sessions; 977 trained children, 341 active-control, 719 passive-control.

• [full text] Non-EF outcomes (learning-related, behaviours and problem behaviours pooled): 39 outcomes from 15 studies, g = 0.169 (SE 0.106, t(38) = 1.583, p = .122, 95% CI −0.047 to 0.383). The discussion gives g = 0.10 for the same analysis (inconsistent). Academic outcomes were not pooled on their own.

Limits

• Read level: full text (2026-11-05, Europe PMC). The "no learning-related gain" result is a pooled estimate across learning and behaviour measures.

Why it is in the library

OA meta to deepen thin Early childhood area with a falsifiable far-transfer candidate (Phase B).

Added 2026-10-27 by the project (Phase B expansional push). [abstract] = published abstract; [full text] = full text; [assessment] = judgement; [secondary] = secondary summary pending paper check.