Why Doesn't Executive Function Training Improve Academic Achievement? Rethinking Individual Differences, Relevance, and Engagement from a Contextual Framework

• Published in: Journal of cognition and development Vol. 24; no. 2; pp. 241 - 259
• Main Authors: Niebaum, Jesse C., Munakata, Yuko
• Format: Journal Article
• Language: English
• Published: United States Routledge 2023; Taylor & Francis Ltd
• Subjects: Academic Achievement; Executive Function; Individual Differences; Intervention; Learner Engagement; Meta Analysis; Program Effectiveness; Reinforcement; Relevance (Education)
• ISSN: 1524-8372; 1532-7647
• DOI: 10.1080/15248372.2022.2160723

Performance on lab assessments of executive functions predicts academic achievement and other positive life outcomes. A primary goal of research on executive functions has been to design interventions that improve outcomes like academic achievement by improving executive functions. These interventions typically involve extensive practice on abstract lab-based tasks and lead to improvements on these practiced tasks. However, interventions rarely improve performance on non-practiced tasks and rarely benefit outcomes like academic achievement. Contemporary frameworks of executive function development suggest that executive functions develop and are engaged within personal, social, historical, and cultural contexts. Abstract lab-based tasks do not well-capture the real-world contexts that require executive functions and should not be expected to provide generalized benefits outside of the lab. We propose a perspective for understanding individual differences in performance on executive function assessments that focuses on contextual influences on executive functions. We extend this contextual approach to training executive function engagement, rather than training executive functions directly. First, interventions should incorporate task content that is contextually relevant to the targeted outcome. Second, interventions should encourage engaging executive functions through reinforcement and contextual relevance, which may better translate to real-world outcomes than training executive functions directly. While such individualized executive functions interventions do not address systemic factors that greatly impact outcomes like academic achievement, given the extensive resources devoted to improving executive functions, we hypothesize that interventions designed to encourage children's engagement of executive functions hold more promise for impacting real-world outcomes than interventions designed to improve executive function capacities.