Faculty of Education, Bar-Ilan University, Ramat Gan, Israel.
Ashkelon Academic College, Ashkelon, Israel.
Br J Educ Psychol. 2024 Dec;94(4):1132-1160. doi: 10.1111/bjep.12709. Epub 2024 Aug 6.
This study examined the effects of working memory training (WMT) on WM and fluid intelligence. A novel four-pronged model of mediated learning, cognitive functions, task characteristics and metacognition is presented as a conceptual basis for the Modifiability of a Working Memory Program (MWMP). Our basic assumption is that increasing WM depends on a synchronized combination of the four components.
A group of typically developed preschool children (n = 62) participated in the experimental group, receiving the MWMP. They were compared with a control group (n = 56) of preschool children who engaged in a substitute program. This comparison allowed us to discern the specific effects of the MWMP.
All participants received tests of WM, self-regulation and analogical reasoning before and after the intervention. The MWMP was administered to children in the experimental group for 10 weekly sessions, each lasting 40 minutes, in small groups of two children. The children in the control group engaged in didactic activities that were part of a school curriculum routine for kindergartners for the same length of time.
We used ANCOVA analysis to compare the Treatment x Time with age and socioeconomic status as covariates. The findings revealed a higher improvement in some WM and self-regulation tests among children in the experimental group compared to those in the control group. However, no significant transfer effects were observed in analogical thinking.
The findings confirm the effectiveness of a non-computerized WMT among kindergartners and support our four-pronged theoretical model. We also discuss earlier findings on far-transfer effects and educational implications. We suggest that future WM studies adopt the following: (1) the development of training methods that are theoretically anchored; (2) training procedures should not rely heavily on computerized exercises but can be adapted to group characteristics, educational settings and cost-effectiveness aspects; (3) varying the task characteristics and training strategies to stimulate task-intrinsic motivation; (4) identifying training strategies to produce cognitive improvements underlying WM; (5) intervention should target individuals in early development as much as possible; (6) development of training procedures that facilitate motivation; and (7) providing empirical evidence of far-transfer effects for WM training. The empirical evidence should link gains in WM capacity and achievements in academic and other life domains.
本研究考察了工作记忆训练（WMT）对工作记忆和流体智力的影响。提出了一种新的四叉介导学习模型、认知功能、任务特征和元认知，作为工作记忆计划可变性（MWMP）的概念基础。我们的基本假设是，工作记忆的增加取决于这四个组成部分的同步组合。
一组典型的学龄前儿童（n=62）参加了实验组，接受了 MWMP。他们与对照组（n=56）进行了比较，对照组的学龄前儿童参加了替代课程。这种比较使我们能够辨别 MWMP 的特定效果。
所有参与者在干预前后都接受了工作记忆、自我调节和类比推理测试。实验组的儿童在 10 周的每周会议上接受 MWMP，每次持续 40 分钟，每个小组有两个儿童。对照组的儿童则参加了幼儿园常规课程的教学活动，时间与实验组相同。
我们使用协方差分析（ANCOVA）比较了处理 x 时间与年龄和社会经济地位作为协变量。研究结果显示，实验组儿童在一些工作记忆和自我调节测试中的提高幅度高于对照组。然而，在类比思维方面没有观察到显著的转移效应。
研究结果证实了非计算机化 WMT 在幼儿园儿童中的有效性，并支持我们的四叉模型。我们还讨论了关于远迁移效应的早期发现和教育意义。我们建议未来的 WM 研究采用以下方法：（1）发展理论上有依据的训练方法；（2）训练程序不应严重依赖计算机练习，而是可以适应小组特点、教育环境和成本效益方面；（3）改变任务特征和训练策略，以激发任务内在动机；（4）确定产生工作记忆基础认知提高的训练策略；（5）尽可能针对早期发展的个体进行干预；（6）发展促进动机的训练程序；（7）提供 WM 训练远迁移效应的实证证据。实证证据应将工作记忆能力的提高与学术和其他生活领域的成就联系起来。
