Schoolchildren's Compensatory Strategies and Skills in Relation to Attention and Executive Function App Training.

The correlations between performance in both types of tasks and compensatory strategies were significantly negative for “repeat self-instructions” and “instructional comprehension” (see Table 4 ), meanwhile they were marginally significant between performance in “vigilance” and “instructor verbalizations” ( r = −0.29, p = 0.053).

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Regarding inhibition training, a previous study of a go/no go task using a touchscreen application with preschoolers showed a trend-level improvement in reasoning and neural changes in the experimental group after 3 h of training ( Liu et al., 2015 ).

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