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.