Holmes Joni, Gathercole Susan E, Dunning Darren L
Division of Psychology, University of Northumbria, Newcastle Upon Tyne, UK.
Dev Sci. 2009 Jul;12(4):F9-15. doi: 10.1111/j.1467-7687.2009.00848.x.
Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non-adaptive versions of the program. Adaptive training that taxed working memory to its limits was associated with substantial and sustained gains in working memory, with age-appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training. These findings indicate that common impairments in working memory and associated learning difficulties may be overcome with this behavioral treatment.
工作记忆在支持学习方面起着至关重要的作用，记忆能力差的儿童在阅读和数学方面进步不佳。本研究调查了这些问题是否可以通过旨在提高工作记忆的训练计划来克服。在对工作记忆能力较低的儿童进行该计划的适应性或非适应性版本训练之前和之后，对他们的工作记忆、智商和学业成绩进行了评估。将工作记忆负荷到极限的适应性训练与工作记忆的显著且持续的提高相关，大多数儿童达到了与其年龄相符的水平。适应性训练6个月后，数学能力也有显著提高。这些发现表明，这种行为治疗可能会克服工作记忆方面常见的损伤及相关的学习困难。
