Research designs in which participants are randomly assigned to at least two conditions, one experimental condition or group (that receives the intervention under study; usually named training group [TG]) and another control condition or group (that does not receive the intervention under study; control group [CG]). Before and after, the participants go through the same conditions (e.g., pre and post-test), they only differ in the experimental or control condition. In this way, if changes are observed, they can be attributed to the intervention. Therefore, these designs are recommended to test treatments or interventions ( Diamond, 2012 ; Green et al., 2019 ).
Published in Chapter:
Inhibitory Processing Training During Childhood: A Review – Processes-Based Inhibitory Training
Yesica Sabina Aydmune (IPSIBAT, CONICET, National University of Mar del Plata, Argentina), Isabel María Introzzi (IPSIBAT, CONICET, National University of Mar del Plata, Argentina), Maria Cecilia Olaechea (IPSIBAT, CONICET, National University of Mar del Plata, Argentina), and María Fernanda López-Ramón (University of Valencia, Spain)
Copyright: © 2022
|Pages: 28
DOI: 10.4018/978-1-7998-9075-1.ch003
Abstract
This chapter addresses the inhibitory processing training. The topic is analyzed placing the emphasis on the process-based approach (e.g., predominant in executive functions training). Special emphasis is also placed on inhibitory training during childhood. Reference is made to both theoretical aspects (theoretical model and inhibitory processes addressed) and practical aspects (transfer effects of training). The authors review studies of specific inhibitory training, which meet certain methodological requirements (e.g., random designs with at least two groups and pre- and post-test measurements). The approach of these studies allowed the authors to (1) extract some ideas about the current work in this field (as the taking of a non-unitary perspective of inhibition and the use of computerized experimental tasks); (2) highlight the need for further study, as data on training transfer are not conclusive; and (3) discuss possible fundamental future lines of work.