Executive-function (EF) skills are a set of attention-regulation skills that provide a neurocognitive foundation for adapting to changing circumstances across the life span; EF skills measured in childhood are associated with important real-world outcomes (e.g., school and job success). Although training can improve EF skills, the benefits of training frequently fail to transfer to these outcomes. We argue that EF skills are associated with outcomes such as school success only to the extent that they first contribute to intermediate-level EF-based life skills that are more directly instrumental in achieving key outcomes. These intentional intermediate-level skills are configurations of specific EF skills and non-EF skills that are used when reasoning and solving problems in a variety of domains. We further argue that an effective way to bridge the gap between specific EF skills and real-world outcomes is by training these EF-based life skills that people need to function effectively in society. We propose that this can best be achieved using a civic-scientific approach, engaging citizens (e.g., children, youth, parents, teachers) in the design process from the beginning so that interventions are responsive to perceived needs and address perceived obstacles to success and sustainability.

中文翻译：

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培养执行功能技能并促进向现实世界成果的远距离转移：生活技能和公民科学的重要性

执行功能（EF）技能是一组注意力调节技能，为适应一生中不断变化的环境提供神经认知基础；童年时期测量的 EF 技能与重要的现实世界结果（例如学业和工作成功）相关。尽管培训可以提高 EF 技能，但培训的好处常常无法转化为这些成果。我们认为，EF 技能与学校成功等成果的相关性仅在于它们首先有助于中级基于 EF 的生活技能，而这些技能更直接有助于实现关键成果。这些有意的中级技能是在推理和解决各个领域的问题时使用的特定 EF 技能和非 EF 技能的配置。我们进一步认为，弥合特定 EF 技能与现实世界结果之间差距的有效方法是培训人们在社会中有效运作所需的基于 EF 的生活技能。我们建议，最好使用公民科学方法来实现这一目标，从一开始就让公民（例如儿童、青少年、家长、教师）参与设计过程，以便干预措施能够满足感知到的需求，并解决感知到的成功障碍和障碍。可持续性。