TABLE 1.

The syllabus of EF training class.

Training abilities	Sessions	Curricular title	Example items
Inhibition control	1–4	Big and small watermelon	Aim: Improve the conflict control ability. Operation: When research assistant gesticulate “big watermelon,” children should answer “small watermelon.” When research assistant gesticulate “small watermelon,” children should answer “big watermelon.” Conflict condition: Gig VS Small.
		Sun and star	Aim: Improve the conflict control ability. Operation: When research assistant show “sun picture,” children should answer “night.” When research assistant show “star picture,” children should answer “day.” Conflict condition: Day VS Night.
		Black and white magic wand	Aim: Improve the conflict control ability. Operation: When research assistant gesticulate “white,” children should answer “black.” When research assistant gesticulate “black,” children should answer “white.” Conflict condition: Black VS White.
		The pony across the river	Aim: Improve the conflict control ability. Operation: When research assistant show “white river,” children should walk “black river.” When research assistant show “black river,” children should walk “white river.” Conflict condition: Black VS White.
Cognitive flexibility	5–6	Mike’s birthday	Aim: Improve the cognitive flexibility. Operation: Shown six positive emotional scenes and six negative emotional scenes (e.g., getting birthday gift). Shifted condition: From positive emotion to negative emotion.
		Book was trampled	Aim: Improve the cognitive flexibility. Operation: Shown six negative emotional scenes and six positive emotional scenes (e.g., the book was trampled). Shifted condition: From negative emotion to positive emotion.
Working memory	7–8	Fruit platter	Aim: Improve the working memory. Operation: Reciting fruits on forward and backward [range: 2∼5] (e.g., recited forward “apple\pear\banana” and recited backward “banana\pear\apple”). Processing sequence: First reciting forward and backward.
		Digital overturning	Aim: Improve the working memory. Operation: Reciting digits on forward and backward [range: 2∼5] (e.g., recited forward “1\5\2” and recited backward “2\5\1”) Processing sequence: First reciting forward and backward
Problem solving	9–10	Lamb was eaten	Aim: Improve the problem solving. Operation: (1) Acting the story; (2) Asked the children“if you were the master, what would you do?” (e.g., Milk’s lamb was eaten by a wolf. If you were Milk, what would you do?). Training core abilities: problem solving\inhibition control
		Flowers was crushed	Aim: Improve the problem solving. Operation: (1) Acting the story; (2) Asked the children“if you were the master, what would you do?” (e.g., Milk’s flowers were crushed by a dog. If you were Milk, what would you do?) Training core abilities: problem solving\inhibition control
Combined training	11–12	Kitchen parade	Aim: Reconsolidating. Operation: (1) Divided into two groups, each group had 3 children; (2) One group cooked, the other group waited; (3) Limited ingredients, asked other children for help to cook each other; (4) Swapped position. Training core abilities: Combined multiple capacities.
		Painting emotional pictures	Aim: End the class Operation: (1) Shown four emotional pictures; (2) Asked children paint pictures, but different colors; (3) Limited colors, asked other children for help to paint each other. Training core abilities: Combined multiple capacities.