[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
About the Journal
International Editorial Board
Editorial Board of Iranian University
Aims & Scopes
Indexing & Abstracting
Open Access Policy
Financial Policies
CrossMark Policy
Journal News
Articles archive::
All Issues
Current Issue
For Authors::
Instructions for Authors
Submission Form
Principles of Publishing Ethics
Ethical Code: Psychologic Study
Ethical Code: Medical Research
Ethical Consideration
Peer Review Policy
Declaration Form
Article Processing Charges
For Reviewers::
Policies of Peer Review
Registration::
Registration Form
Contact us::
Contact Information
Contact us
Site Facilities::
Site map
Search contents
Top 10 contents
Inform to friends
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 9, Issue 1 (Vol9 No1 Spring2022- 2022) ::
J Child Ment Health 2022, 9(1): 32-52 Back to browse issues page
The Effect of Chucky & Nelly Cognitive Game on Hot and Cold Executive Function Skills in order to Develop School Readiness Skills in Preschool Children
Fatemeh Farzadi1 , Nasser Behroozi * 2, Manijeh Shahni Yilagh2 , Morteza Omidian2
1- Department of Psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University of Ahvaz, Iran
2- Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Iran
Abstract:   (2254 Views)
Background and Purpose: Executive functions have played a key role in early childhood and have been known as one of the predictors of school readiness. This study aimed to investigate the effectiveness of Chucky & Nelly educational-cognitive game in developing cold and hot executive function skills in preschool children and to compare the two groups in terms of their school readiness skills.
Methods: The present study was of a quasi-experimental study design in the form of a pre-test and post-test with a control group. The statistical population of the study included all preschool children in Ahvaz in the academic year of 2019-2020; 204 of which were selected through a multi-stage cluster random sampling and randomly divided into experimental (n=102) and control (n=102) groups. The intervention plan was performed on the experimental group in ten 30-minutes-sessions for 1 month. In order to gather data, the following instruments were used: Cold Executive Function Questionnaires: Go/No-Go Task (Hofman, 1948), Box Task (Kessels & Postma, 2018), and Wisconsin Card Sorting Test (Grant & Berg, 1948), Hot Executive Function: 3-items Emotional Flexible Item Selection Task (3-item EM-FIST) (Marcus et al., 2016), and Delay Discounting Test (Nejati et al., 2019), and School Readiness: The Bracken School Readiness Assessment Test: Third Edition (Bracken & Panter, 2009), and Social-Emotional School Readiness Scale (Bustin, 2007).
Results: The results of the analysis of covariance exhibited that Chucky & Nelly game has affected the improvement of cold (working memory, inhibition, and cognitive flexibility) and hot (delayed gratification and affective flexibility) executive function skills (p<0/01) and the results of comparing the mean scores of the two groups in terms of school readiness showed that the experimental group have obtained a higher score (academically from 17.56 to 25.17 and social-emotionally 56.76 to 75.06).
Conclusion: Using group games, especially at preschool age, which is a critical stage in the development of hot and cold executive functions, by stimulating children’s senses through playing with peers and using a real-life situation such as playing in a preschool environment can help children to generalize cognitive developments, at least in other similar situations or tasks, as well as, executive functions that have been known as important predictors of school readiness skills.
Article number: 3
Keywords: Hot and cold executive function, school readiness, preschool
Full-Text [PDF 1530 kb]   (634 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/04/15 | Accepted: 2022/03/11 | Published: 2022/06/6
References
1. Lin B, Liew J, Perez M. Measurement of self-regulation in early childhood: Relations between laboratory and performance-based measures of effortful control and executive functioning. Early Child Res Q. 2019; 1(47):1-8. [Link] [DOI:10.1016/j.ecresq.2018.10.004]
2. Lohndorf RT, Vermeer HJ, Cárcamo RA, De la Harpe C, Mesman J. Preschoolers' problem behavior, prosocial behavior, and language ability in a Latin-American context: The roles of child executive functions and socialization environments. Early Child Res Q. 2019; 1)48(:36-49. [Link] [DOI:10.1016/j.ecresq.2019.02.005]
3. Leshem R, De Fano A, Ben-Soussan TD. The implications of motor and cognitive inhibition for hot and cool executive functions: The case of quadrato motor training. Front Psychol. 2020; 19:11-94. [Link] [DOI:10.3389/fpsyg.2020.00940]
4. Zelazo PD, Carlson SM. The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience. 2020; 13(3):273-298. [Link] [DOI:10.1037/pne0000208]
5. Wolf S, McCoy DC. The role of executive function and social‐emotional skills in the development of literacy and numeracy during preschool: a cross‐lagged longitudinal study. Dev Sci. 2019; 22(4):e12800. [Link] [DOI:10.1111/desc.12800]
6. Pellizzoni S, Apuzzo GM, De Vita C, Agostini T, Passolunghi MC. Evaluation and training of executive functions in genocide survivors. The case of Yazidi children. Dev Sci. 2019; 22(5):e12798. [Link] [DOI:10.1111/desc.12798]
7. Zamzow J, Ernst J. Supporting school readiness naturally: Exploring executive function growth in nature preschools. International Journal of Early Childhood Environmental Education (IJCEE). 2020; 7(2):6-16. [Link]
8. Ahmed SF, Tang S, Waters NE, Davis-Kean P. Executive function and academic achievement: longitudinal relations from early childhood to adolescence. J Educ Psychol. 2019; 111(3):446-458. [Link] [DOI:10.1037/edu0000296]
9. Fong VC, Iarocci G. The Role of executive functioning in predicting social competence in children with and without Autism spectrum disorder. Autism Res. 2020; 13(11):1856-66. [Link] [DOI:10.1002/aur.2350]
10. Garon N, Bryson S, Smith IM. Executive function in preschoolers: a review using an integrative framework. Psychol Bull. 2008; 134(1):31-60. [Link] [DOI:10.1037/0033-2909.134.1.31]
11. Fonseca M. Smoothing out the bumps of transitioning to kindergarten. State technical assistance report. Preschool Development and Expansion Grant Technical Assistance (PDG TA). 2017; 1-11. [Link]
12. Stevenson MP, Dewhurst R, Schilhab T, Bentsen P. Cognitive restoration in children following exposure to nature: evidence from the attention network task and mobile eye tracking. Front Psychol. 2019; 10:42-52. [Link] [DOI:10.3389/fpsyg.2019.00042]
13. Howard SJ, Vasseleu E. Self-regulation and executive function longitudinally predict advanced learning in preschool. Front Psychol. 2020; 11:49-58. [Link] [DOI:10.3389/fpsyg.2020.00049]
14. Fitzpatrick C, McKinnon RD, Blair CB & Willoughby MT. Do preschool executive function skills explain the school readiness gap between advantaged and disadvantaged children? Learning and Instruction. 2014; 30:25-31. [Link] [DOI:10.1016/j.learninstruc.2013.11.003]
15. Homer BD, Plass JL, Rose MC, MacNamara AP, Pawar S, Ober TM. Activating adolescents'"hot" executive functions in a digital game to train cognitive skills: The effects of age and prior abilities. Cognitive Development. 2019; 1(49):20-32. [Link] [DOI:10.1016/j.cogdev.2018.11.005]
16. Distefano R, Schubert EC, Finsaas MC, Desjardins CD, Helseth CK, Lister M, Carlson SM, Zelazo PD, Masten AS. Ready? Set. Go! A school readiness programme designed to boost executive function skills in preschoolers experiencing homelessness and high mobility. Eur J Dev Psychol. 2020; 1; 17(6):877-94. [Link] [DOI:10.1080/17405629.2020.1813103]
17. Bierman KL, Domitrovich CE, Nix RL, Gest SD, Welsh JA, Greenberg MT, Blair C, Nelson KE, Gill S. Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child Dev. 2008; 79(6):1802-1817. [Link] [DOI:10.1111/j.1467-8624.2008.01227.x]
18. Raver CC, Jones SM, Li‐Grining C, Zhai F, Bub K, Pressler E. CSRP's impact on low‐income preschoolers' preacademic skills: self‐regulation as a mediating mechanism. Child Dev. 2011; 82(1):362-378. [Link] [DOI:10.1111/j.1467-8624.2010.01561.x]
19. Rothlisberger M, Neuenschwander R, Cimeli P, Michel E, Roebers CM. Improving executive functions in 5‐and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children. Infant Child Dev. 2012; 21(4):411-429. [Link] [DOI:10.1002/icd.752]
20. Traverso L, Viterbori P, Usai MC. Effectiveness of an executive function training in Italian preschool educational services and far transfer effects to pre-academic skills. Front Psychol. 2019; (10)10:2053. [Link] [DOI:10.3389/fpsyg.2019.02053]
21. Rosas R, Espinoza V, Porflitt F, Ceric F. Executive functions can be improved in preschoolers through systematic playing in educational settings: Evidence from a longitudinal study. Front Psychol. 2019; 3(10):2024. [Link] [DOI:10.3389/fpsyg.2019.02024]
22. Li Q, Liu P, Yan N, Feng T. Executive function training improves emotional competence for preschool children: The roles of inhibition control and working memory. Front Psychol. 2020; 11:347. [Link] [DOI:10.3389/fpsyg.2020.00347]
23. Silkenbeumer J, Schiller EM, Holodynski M, Kärtner J. The role of co-regulation for the development of social-emotional competence. Journal of Self-regulation and Regulation. 2016; 2:17-32. [Link]
24. Klingberg T, Fernell E, Olesen PJ, Johnson M, Gustafsson P, Dahlström K, Gillberg CG, Forssberg H, Westerberg H. Computerized training of working memory in children with ADHD-a randomized, controlled trial. J Am Acad Child Adolesc Psychiatry. 2005; 1; 44(2):177-86. [Link] [DOI:10.1097/00004583-200502000-00010]
25. Holmes J, Gathercole SE, Dunning DL. Adaptive training leads to sustained enhancement of poor working memory in children. Dev Sci. 2009; 12(4):F9-15. [Link] [DOI:10.1111/j.1467-7687.2009.00848.x]
26. Diamond A, Lee K. Interventions shown to aid executive function development in children 4 to 12 years old. Science. 2011; 19; 333(6045):959-64. [Link] [DOI:10.1126/science.1204529]
27. Sonuga‐Barke EJ, Halperin JM. Developmental phenotypes and causal pathways in attention deficit/hyperactivity disorder: Potential targets for early intervention? J Child Psychol Psychiatry. 2010; 51(4):368-89. [Link] [DOI:10.1111/j.1469-7610.2009.02195.x]
28. Melby-Lervag M, Hulme C. Is working memory training effective? A meta-analytic review. Dev Psychol 2013; 49(2):270. [Link] [DOI:10.1037/a0028228]
29. Tan CC, Lumeng JC. Associations between cool and hot executive functions and children's eating behavior. Curr Nutr Rep. 2018; 7(2):21-28. [Link] [DOI:10.1007/s13668-018-0224-3]
30. Baddeley A. Working memory and emotion: Ruminations on a theory of depression. Rev Gen Psychol. 2013; 17(1):20-27. [Link] [DOI:10.1037/a0030029]
31. Zelazo PD, Carlson SM. The neurodevelopment of executive function skills: Implications for academic achievement gaps. Psychology & Neuroscience. 2020; 13(3):273-298. [Link] [DOI:10.1037/pne0000208]
32. Nguyen T, Duncan GJ. Kindergarten components of executive function and third grade achievement: A national study. Early Child Res Q. 2018; 46:49-61. [Link] [DOI:10.1016/j.ecresq.2018.05.006]
33. Keown LJ, Franke N, Triggs CM. An evaluation of a classroom-based intervention to improve executive functions in 4-year old children in New Zealand. Early Child Educ J. 2020; 48:621-631. [Link] [DOI:10.1007/s10643-020-01023-x]
34. Wodka EL, Mark Mahone E, Blankner JG, Gidley Larson JC, Fotedar S, Denckla MB, Mostofsky SH. Evidence that response inhibition is a primary deficit in ADHD. J Clin Exp Neuropsychol. 2007; 29(4):345-56. [Link] [DOI:10.1080/13803390600678046]
35. Fattahi Andebil, A., Saberi, H., kazemi kavaki, A. Effectiveness of cognitive behavioral group play therapy and transcranial direct current stimulation on executive function of working memory and response inhibition of children with attention deficit- hyperactivity disorder. Neuropsychology, 2018; 4(14):73-90. [Persian]. [Link]
36. Ghadiri F, Jazayeri A, Ashaeri H, Ghazi Tabatabaei M. Deficit in executive functioning in patients with Schizo-obsessive disorder. Advances in Cognitive Sciences. 2006; 8(3):11-24. [Persian]. [Link]
37. Schulz KP, Fan J, Magidina O, Marks DJ, Hahn B, Halperin JM. Does the emotional go/no-go task really measure behavioral inhibition? Convergence with measures on a non-emotional analog. Arch Clin Neuropsychol. 2007; 22(2):151-160. [Link] [DOI:10.1016/j.acn.2006.12.001]
38. Grant DA, Berg E. A behavioral analysis of degree of reinforcement and ease of shifting to new responses in a Weigl-type card-sorting problem. J Exp Psychol. 1948; 38(4):404-411. [Link] [DOI:10.1037/h0059831]
39. Shahgholian M, Azadfallah P, Fathi-Ashtiani A, khodadadi M. Design of the wisconsin card sorting test (WCST) computerized version: Theoretical fundamental, developing and psychometrics characteristics. Journal of Clinical Psychology Studies. 2011; 4(4): 110-134. [Persian]. [Link]
40. Javanmard H, Mahmod Alilo M, Ahmadi P, Babapour J, Ranjbar F. Performance of a Schizophrenic patient group with negative and positive symptoms on bender-gestalt neuropsychological test and correlation of its scores with performance on Wisconsin card sorting test. Quarterly Journal of New Psychological Research. 2008; 3(10):41-59 [Persian]. [Link]
41. Lung FW, Chen PF, Shu BC. Performance of Wisconsin card sorting test in five-year-old children in Taiwan: Relationship to intelligence and cognitive development. PloS one. 2018; 13(8): e0202099 [Link] [DOI:10.1371/journal.pone.0202099]
42. Kessels RP, Postma A. The box task: A tool to design experiments for assessing visuospatial working memory. Behav Res Methods. 2018; 50(5):1981-1987. [Link] [DOI:10.3758/s13428-017-0966-7]
43. Marcus O, Stanciu O, MacLeod C, Liebregts H, Visu-Petra L. A FISTful of emotion: Individual differences in trait anxiety and cognitive-affective flexibility during preadolescence. J Abnorm Child Psychol. 2016; 44(7):1231-42. [Link] [DOI:10.1007/s10802-015-0110-z]
44. Nejati V, Sarraj Khorrami A, Sharifian M, Jafarzade M. Delay discounting test: Development and evaluation of psychometric properties in a sample of Iranian children. Journal of Applied Psychology, 2020; 14(4): 472-459. [Persian]. [Link]
45. Kirby KN. Bidding on the future: Evidence against normative discounting of delayed rewards. J Exp psychol Gen. 1997; 126(1):54-70. [Link] [DOI:10.1037/0096-3445.126.1.54]
46. Kirby KN, Petry NM, Bickel WK. Heroin addicts have higher discount rates for delayed rewards than non-drug-using controls. J Exp psychol Gen. 1999; 128(1):78-87. [Link] [DOI:10.1037/0096-3445.128.1.78]
47. Panter JE, Bracken BA. Validity of the Bracken school readiness assessment for predicting first grade readiness. Psychol Sch. 2009; 46(5):397-409. [Link] [DOI:10.1002/pits.20385]
48. Mirzamani S. Psychometric Properties of the Berken School Readiness Assessment Test (Third Edition). [Thesis for Master of Science]. [Tehran, Iran]: Faculty of Psychology, Islamic Azad University Central Tehran Branch; 2014, 57-63. [Persian]. [Link]
49. Bustin C. The development and validation of a social emotional school readiness scale [Doctoral dissertation]. [Kwa-Zulu Natal, South Africa]: Faculty of Humanities, University of the Free State; 2007, pp 95-101. [Link]
50. Traverso L, Viterbori P, Usai MC. Improving executive function in childhood: evaluation of a training intervention for 5-year-old children. Front Psychol. 2015; 30: 6:525. [Link] [DOI:10.3389/fpsyg.2015.00525]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Farzadi F, Behroozi N, Shahni Yilagh M, Omidian M. The Effect of Chucky & Nelly Cognitive Game on Hot and Cold Executive Function Skills in order to Develop School Readiness Skills in Preschool Children. J Child Ment Health 2022; 9 (1) : 3
URL: http://childmentalhealth.ir/article-1-1128-en.html
Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 9, Issue 1 (Vol9 No1 Spring2022- 2022) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.06 seconds with 43 queries by YEKTAWEB 4660