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Volume 28, Issue 1 (Spring 2026)
Advances in Cognitive Sciences 2026, 28(1): 50-62 |
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Ethics code: IR.UT.IRICSS.REC.1404.002
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Mirtalaie M S, Sadeghi M, Chitsaz S, Abdolmaleki S. A Comparison of the Effectiveness of Implementing Cognitive Plays in Structured, Guided, and Free Approaches On Children’s Cognitive Inhibition.. Advances in Cognitive Sciences 2026; 28 (1) :50-62
URL: http://icssjournal.ir/article-1-1881-en.html
URL: http://icssjournal.ir/article-1-1881-en.html
1- PhD Student of Cognitive Psychology, Institute for Cognitive Sciences Studies, Tehran, Iran
2- Assistant Professor, Department of Cognitive Psychology, Institute for Cognitive Science Studies, Tehran, Iran
3- Assistant Professor, Cognitive Science - Design and Creativity Department, Institute for Cognitive Science Studies, Tehran, Iran
4- Assistant Professor, Educational Management and Curriculum Planning Department, Allameh Tabatabai University, Tehran, Iran
2- Assistant Professor, Department of Cognitive Psychology, Institute for Cognitive Science Studies, Tehran, Iran
3- Assistant Professor, Cognitive Science - Design and Creativity Department, Institute for Cognitive Science Studies, Tehran, Iran
4- Assistant Professor, Educational Management and Curriculum Planning Department, Allameh Tabatabai University, Tehran, Iran
Abstract: (1013 Views)
Introduction: Cognitive inhibition, a fundamental component of executive functions, plays a crucial role in regulating behavior, academic success, and social adaptation in children and is considered a predictor of cognitive development. In recent years, play-based cognitive interventions have emerged as an evidence-based approach to improving executive functions. The present study aimed to determine and compare the effectiveness of implementing cognitive play through three methods structured, guided, and free versus a control group in enhancing cognitive inhibition in 9-year-old children.
Methods: The present study was a quasi-experimental study employed a pretest-posttest design with a control group. The statistical population comprisedall 9-year-old students in Tehran, Iran, during the 2024-2025 academic year. A total of 60 participantswere selected using a non-random sampling method and then randomly assigned to four groups (15 individuals in each group). Three intervention groups structured play, guided play, and free play participated in two 45-minute sessions per week over six months, while the control group engaged in regular school activities. Data were collected using the Go/No-Go task and analyzed via analysis of covariance (ANCOVA).
Results: The results of the ANCOVA revealed a significant difference among the four groups, demonstratingthe intervention had a significant effect on cognitive inhibition (P<0.05). Comparison of adjusted means indicated that guided play had the greatest effect on improving cognitive inhibition, followed by free play, while structured play did not show a significant difference compared to the control group. The Bonferroni post hoc test further confirmed the significant superiority of guided play over the other groups and the superiority of free play over the control group.
Conclusion: The present study concluded that the method of game implementation plays a decisive role in its effectiveness on cognitive inhibition. Guided play is considered the most effective method in promoting cognitive inhibition in 9-year-old children. In guided play, the child enjoys relative freedom in interacting with the task, while benefits from targeted adult guidance. This combination provides an optimal level of cognitive challenge, corrective feedback, and opportunities to practice response control, all of which are essential for strengthening cognitive inhibition.
Methods: The present study was a quasi-experimental study employed a pretest-posttest design with a control group. The statistical population comprisedall 9-year-old students in Tehran, Iran, during the 2024-2025 academic year. A total of 60 participantswere selected using a non-random sampling method and then randomly assigned to four groups (15 individuals in each group). Three intervention groups structured play, guided play, and free play participated in two 45-minute sessions per week over six months, while the control group engaged in regular school activities. Data were collected using the Go/No-Go task and analyzed via analysis of covariance (ANCOVA).
Results: The results of the ANCOVA revealed a significant difference among the four groups, demonstratingthe intervention had a significant effect on cognitive inhibition (P<0.05). Comparison of adjusted means indicated that guided play had the greatest effect on improving cognitive inhibition, followed by free play, while structured play did not show a significant difference compared to the control group. The Bonferroni post hoc test further confirmed the significant superiority of guided play over the other groups and the superiority of free play over the control group.
Conclusion: The present study concluded that the method of game implementation plays a decisive role in its effectiveness on cognitive inhibition. Guided play is considered the most effective method in promoting cognitive inhibition in 9-year-old children. In guided play, the child enjoys relative freedom in interacting with the task, while benefits from targeted adult guidance. This combination provides an optimal level of cognitive challenge, corrective feedback, and opportunities to practice response control, all of which are essential for strengthening cognitive inhibition.
Type of Study: Research |
Received: 2026/01/5 | Accepted: 2026/06/18 | Published: 2026/09/6
Received: 2026/01/5 | Accepted: 2026/06/18 | Published: 2026/09/6
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