Abstract：
This study investigated whether feedback on their errors and speed improves kindergarten children\'s performance in an executive function (EF) task. Children from Switzerland (N = 213, 49% female, Mage = 6.4 years) were tested in the Hearts and Flowers task pre- and post-training and trained either on a variant of this task with (n = 71) or without feedback (n = 72), or on a control learning task (n = 70). The feedback group performed more efficiently than the no-feedback group during the intervention and partially also in the post-test. Both EF training groups performed more efficiently than the control group in the post-test. These results suggest that kindergarten children detect and monitor their errors and even get better at it given the opportunity to practice. Moreover, they benefit additionally from external feedback. Integrating feedback into computerized cognitive training (and learning apps) could be a potential avenue for interventions in school settings.
摘要：
这项研究调查了对他们的错误和速度的反馈是否可以提高幼儿园儿童在执行功能（EF）任务中的表现。瑞士儿童（N=213，女性占49％，法师=6.4岁）在培训前和培训后的HeartsandFlowers任务中进行了测试，并在有（n=71）或没有反馈（n=72）的情况下对该任务的变体进行了培训，或控制学习任务(n=70)。在干预期间，反馈组比无反馈组更有效，在后期测试中也部分如此。在后测中，两个EF训练组的表现都比对照组更有效。这些结果表明，幼儿园的孩子可以发现和监控他们的错误，甚至在有机会练习的情况下变得更好。此外，他们还受益于外部反馈。将反馈整合到计算机化的认知训练（和学习应用程序）中可能是在学校环境中进行干预的潜在途径。
