下载 All You Can ET - v1.0

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由New York University开发，All You Can ET - v1.0至少需要Android版本。因此，如有必要，您必须更新手机。

All You Can ET - v1.0 APK的最新版本为1.0，发行日期为2020-01-18，大小为39.0 MB。

有关1000下载的统计信息可从Google Play获得。您可以根据需要更新已单独下载或安装在Android设备上的应用。更新您的应用可以为您提供更多功能。您可以访问最新功能并提高安全性和应用程序的稳定性。

由于并非所有游戏或应用程序都兼容所有手机。并且游戏或应用程序不适用于您的设备，因此取决于Android OS版本，屏幕分辨率或Google Play允许访问的国家/地区。因此，通过APK4Share，您可以轻松下载APK文件，不受这些限制。

All You Can ET is a game designed to train cognitive flexibility, a subskill of executive functions. Cognitive flexibility involves inhibiting a prior perspective and considering a new perspective (Diamond, 2013).

Players need to apply frequently changing rules to give differently colored aliens the right food or drink they need to survive.

How does this support learning?
Executive functions refer to a set of top-down, goal-oriented cognitive processes that enable people to control, monitor and plan behaviors and emotions. Miyake and Friedman’s model supports a unity-and-diversity view of EF in that it incorporates the three distinct but related components of EF: inhibitory control, task-switching and updating (Miyake et al., 2000).

What is the research evidence?
Our research suggests that All you Can ET is an effective way to train Cognitive flexibility. Homer, B.D., Plass, J.L., Rose, M.C., MacNamara, A.*, Pawar, S.*, & Ober, T.M. (2019). Activating Adolescents’ “Hot” Executive Functions in a Digital Game to Train Cognitive Skills: The Effects of Age and Prior Abilities. Cognitive Development, 49, 20-32.


Research has found that EF is related to performance in literacy and math along with long-term gains in school performance and academic readiness (Blair & Razza, 2007; Brock, Rimm-Kaufman, Nathanson, & Grimm, 2009; St Clair-Thompson & Gathercole, 2006; Welsh, Nix, Blair, Bierman, & Nelson, 2010) and that disparities in EF among preschool children from low-income versus high-income homes may contribute to the achievement gap (Blair & Razza, 2007; Noble, McCandliss, & Farah, 2007).

This game is part of the Smart Suite, created by New York University’s CREATE lab in collaboration with the University of California, Santa Barbara, and The Graduate Center, CUNY.

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150417 to the University of California, Santa Barbara. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.