Executive functions (EFs) are essential for children’s development and school success, yet the efficacy of EF interventions with respect to their far-transfer effects on untrained domains to regulation and academic performance remains unclear. To address this gap, this meta-analysis evaluates the impact of EF training on EF and far-transfer outcomes in children and adolescents, considering moderating effects of intervention type, duration, frequency, and participant characteristics such as age, development and socioeconomic status. A total of 178 studies and 655 effect sizes were analyzed in a series of three-level meta-analyses. Results indicate moderate effects on EF outcomes, and small but significant far-transfer effects on domain-specific regulation skills and academic abilities. Effect sizes varied by outcome, sample type and by type of intervention, with meta-regression revealing larger effects for clinical risk samples and smaller effects for typically developing samples and those from high socioeconomic backgrounds. Effects on regulation outcomes were only significant under passive control conditions, while academic outcomes remained significant against active control groups and randomized experimental designs. Publication bias analyses indicated small-study effects in several models, with bias-corrected estimates suggesting the primary pooled effects are likely modestly inflated. These findings suggest EF interventions can yield small far-transfer effects, particularly for children facing developmental or contextual risk, though effect magnitudes should be interpreted cautiously. Future research should refine intervention strategies, explore mechanisms underlying transfer of cognitive skills and address individual differences to enhance efficacy.
Napolitano et al. (Thu,) studied this question.