Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children Pozuelos, Joan Paul Cómbita, Lina M Abundis-Guitiérrez, Alicia Paz-Alonso, Pedro M Conejero, Ángela Guerra, Sonia Rueda Cuerva, María Del Rosario development ERPs executive attention intelligence metacognition scaffolding training Interventions including social scaffolding and metacognitive strategies have been used in educational settings to promote cognition. In addition, increasing evidence shows that computerized process-based training enhances cognitive skills. However, no prior studies have examined the effect of combining these two training strategies. The goal of this study was to test the combined effect of metacognitive scaffolding and computer-based training of executive attention in a sample of typically developing preschoolers at the cognitive and brain levels. Compared to children in the regular training protocol and an untrained active control group, children in the metacognitive group showed larger gains on intelligence and significant increases on the N2 ERP component associated to conflict processing. Moreover, changes in the N2 component predicted gains in intelligence in the metacognitive scaffolding group. These results suggest that metacognitive scaffolding boosts the influence of process-based training on cognitive efficiency and brain plasticity related to cognitive control. 2025-01-31T12:54:23Z 2025-01-31T12:54:23Z 2019 journal article Pozuelos, J.P., Cómbita, L.M., Abundis-Gutiérrez, A., Paz-Alonso, P.M., Conejero A., Guerra, S., & Rueda, M.R. (2019) Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children. Developmental Science, 22: e12756: 1-15; DOI: 10.1111/desc.12756 https://hdl.handle.net/10481/101642 10.1111/desc.12756 eng open access Wiley