Gathercole Susan E, Dunning Darren L, Holmes Joni, Norris Dennis
MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom.
J Mem Lang. 2016 Sep 12;105:19-42. doi: 10.1016/j.jml.2018.10.003. Epub 2018 Dec 1.
We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Predictions were tested in three studies analyzing the transfer between WM tasks following WM training. Study 1 reports a meta-analysis establishing substantial transfer when trained and untrained tasks shared either a serial recall, complex span or backward span paradigm. Transfer was weaker for serial recall of verbal than visuo-spatial material, suggesting that this paradigm is served by an existing verbal STM system and does not require a new routine. Re-analysis of published WM training data in Study 2 showed that transfer was restricted to tasks sharing properties proposed to require new routines. In a re-analysis of data from four studies, Study 3 demonstrated that transfer was greatest for children with higher fluid cognitive abilities. These findings suggest that development of new routines depends on general cognitive resources and that they can only be applied to other similarly-structured tasks.
我们提出了一个新的框架，将训练引起的工作记忆变化描述为类似于学习新技能的新型认知程序的习得。在三项研究中对预测进行了测试，这些研究分析了工作记忆训练后工作记忆任务之间的迁移情况。研究1报告了一项荟萃分析，结果表明当训练任务和未训练任务共享序列回忆、复杂广度或反向广度范式时，会有显著的迁移。言语材料的序列回忆迁移比视觉空间材料的迁移弱，这表明该范式由现有的言语短时记忆系统提供支持，不需要新的程序。研究2对已发表的工作记忆训练数据进行重新分析，结果表明迁移仅限于共享被认为需要新程序的属性的任务。在对四项研究的数据进行重新分析时，研究3表明，对于具有较高流体认知能力的儿童，迁移最为显著。这些发现表明，新程序的发展取决于一般认知资源，并且它们只能应用于其他结构相似的任务。
