Significance: Executive functions (EF) imply processes critical for purposeful, goal-directed behavior. In children, evidence derived from laboratory measures indicates that training can improve EF. However, this hypothesis has never been explicitly examined based on real-world measures, especially of educational achievement. Here, we investigate whether a set of computerized games might yield transfer on low-socioeconomic status otherwise typically developing 6-y-olds in an intervention deployed at their own school. The games elicit transfer of some EF, which cascades to real-world measures of school performance. More importantly, the intervention equalizes academic outcomes across children who regularly attend school and those who do not because of social and familiar circumstances.

The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who participated in two cognitive training programs between the years 2002 and 2005: the School Intervention Program (SIP; N=745) and the Cognitive Training Program (CTP; N=333). In both programs children were trained weekly for 16 weeks and tested before and after the intervention using a battery of tasks assessing several cognitive control processes (attention, inhibitory control, working memory, flexibility and planning). After applying mixed model analyses, we identified sets of socio-environmental predictors that were associated with higher levels of pre-intervention cognitive control performance and with increased improvement in cognitive control from pre- to post-intervention. Child age, housing conditions, social resources, parental occupation and family composition were associated with performance in specific cognitive domains at baseline. Housing conditions, social resources, parental occupation, family composition, maternal physical health, age, group (intervention/control) and the number of training sessions were related to improvements in specific cognitive skills from pre- to post-training.

Background: Teachers’ conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers’ conceptions. However, although preschool education has proved its importance to later academic outcomes, there is limited investigation of neuroscience conceptions focused exclusively on preschool teachers. Purpose: The present study sought to explore preschool teachers’ conceptions and misconceptions about neuroscience in an Argentine setting. Sample, design and methods: We used quantitative and qualitative approaches to explore concepts about neuroscience, including specific neuromyths. Data were collected using a 24-statement questionnaire and 5 in-depth interviews. The survey was administered to 204 teachers of children between the ages of 0–5-years in Argentina. Results and conclusions: Results from this exploratory study suggested a relatively high level of general knowledge of neuroscience amongst the preschool teachers in the study. However, three particular issues seemed unclear for teachers: memory, plasticity and the myth that ‘we only use 10% of the brain’. Specifically, ‘memory’ was understood as ‘learning by heart’; neural underpinnings of memory and plasticity processes were unknown; and the myth that we only use 10% of the brain was used to explain individual differences in intelligence in a straightforward way. In addition, anecdotal evidence was used by teachers to justify their conceptions about neuroscience. Finally, the wider implications of these results for bridging neuroscience and education are discussed.

While poverty all over the world is more typical and extreme in rural contexts, interventions to improve cognition in low socioeconomic status (SES) children are for the most part based on studies conducted in urban populations. This paper investigate how poverty and rural or urban settings affect child cognitive performance. Executive functions and non-verbal intelligence performance, as well as individual and environmental information was obtained from 131 5-year-old children. For the same level of SES, children in rural settings performed consistently worse than children in urban settings. These differences could be accounted mostly by the months of past preschool attendance and the father’s completed level of education. These results should inform policies and programs for children living in rural poverty worldwide, and specially in Latin America.

: There is narrow evidence on which strategies are most effective for disseminating information on dengue prevention. This is particularly relevant because social habits have a great prevention capacity for dengue. We investigated how effective are children as health educators, and how much they learn as they teach. We recruited 142 children and 97 parents in Argentina’s tropical area for two cluster randomized parallel trials. In Study 1, we compared the dynamics of dengue knowledge of 10-year-old children who—after receiving a dengue talk—1) listened to an unrelated topic; 2) read a booklet with information about dengue, 3) taught their parents about dengue, or 4) taught their parents about dengue, using the booklet. In Study 2, we assessed whether the parents’ dengue knowledge changed after interacting with their children, in comparison with parents learning about dengue from an expert or about an unrelated topic. Children that taught their parents what they learned, using a booklet, showed 2.53 more correct responses (95% CI [0.20, 4.85]; P = 0.027) than children who listened to an unrelated topic. This style of teaching also serves to effectively propagate knowledge: parents learned from their children the same as from an expert; and significantly more than parents who learned about an unrelated topic. Parents learned from their children even if they were taught with booklets (1.49, 95% CI [0.01, 2.96]; P = 0.048) or without (1.94, 95% CI [0.44, 3.44]; P = 0.006). Specifically, after being taught by their children, parents showed on average 1.49 (if they were taught with a booklet) and 1.94 (without booklet) more correct responses than parents that learned about an unrelated topic. The simple action of prompting children to teach consolidated their own knowledge and broadcasted it effectively to their parents. This strategy is a potential low to no-cost method for sharing information about dengue prevention.