Set shifting accuracy

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Inhibitory control training was superior to central executive training for improving set shifting accuracy in children with ADHD, with a medium-to-large treatment-by-time interaction and ICT producing

Effect: improvement; d = 0.63

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null

Central executive training (working memory training) did not produce improvements in set shifting accuracy on either the Global-Local or Number-Color task, with Bayesian evidence supporting the null h

Effect: null