Rode Catrin, Robson Robby, Purviance Andy, Geary David C, Mayr Ulrich
Department of Psychology, University of Oregon, Eugene, Oregon, United States of America.
Eduworks, Corvallis, Oregon, United States of America.
PLoS One. 2014 Aug 27;9(8):e104796. doi: 10.1371/journal.pone.0104796. eCollection 2014.
We tested the effectiveness of an intensive, on average 17-session, adaptive and computerized working-memory training program for improving performance on untrained, paper and pencil working memory tasks, standardized school achievement tasks, and teacher ratings of classroom behavior. Third-grade children received either a computerized working memory training for about 30 minutes per session (n = 156) or participated in regular classroom activities (n = 126). Results indicated strong gains in the training task. Further, pretest and posttest transfer measures of working memory and school achievement, as well as teacher ratings, showed substantial correlations with training task performance, suggesting that the training task captured abilities that were relevant for the transfer tasks. However, effect sizes of training-specific transfer gains were very small and not consistent across tasks. These results raise questions about the benefits of intensive working-memory training programs within a regular school context.
我们测试了一个强化的、平均17节的、适应性的计算机化工作记忆训练项目的有效性，该项目旨在提高在未经训练的纸笔工作记忆任务、标准化学校成绩任务以及教师对课堂行为的评分方面的表现。三年级学生要么接受每次约30分钟的计算机化工作记忆训练（n = 156），要么参与常规课堂活动（n = 126）。结果表明在训练任务中有显著进步。此外，工作记忆和学校成绩的前测与后测转移指标以及教师评分与训练任务表现存在显著相关性，这表明训练任务捕捉到了与转移任务相关的能力。然而，特定训练转移增益的效应量非常小，且在不同任务中不一致。这些结果引发了关于在常规学校环境中强化工作记忆训练项目益处的疑问。
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