Wong Eugene H, Rosales Kevin P, Looney Lisa
Department of Child Development, California State University, San Bernardino, CA 92407, USA.
Behav Sci (Basel). 2024 Aug 14;14(8):711. doi: 10.3390/bs14080711.
Core constructs such as working memory, task switching, and processing speed in cognitive psychology research have prominent predictive roles in K12 students' academic performance. Specifically, considerable empirical work shows that variability in such capabilities is linked to differences in numerous academic outcomes. Moreover, there is an increasing awareness and acceptance of the malleability of cognitive abilities. Thus, an emerging strand of research focuses on the use of computerized cognitive training to improve cognitive skills. This project addresses this issue with high-risk students attending community day schools. An in-school cognitive training program implemented (for 30 min per day) at each school site resulted in improvements for working memory, task switching, and processing speed after six total hours of participation. The current results provide evidence for the changeability of what were once thought to be static skills. Equally important, this study highlights the effectiveness of computerized cognitive training and critically extends intervention-based work to a student group that has received little attention. Implications of this work for cognitive research and educational support programs are discussed.
认知心理学研究中的核心概念，如工作记忆、任务切换和处理速度，在K12学生的学业成绩中具有显著的预测作用。具体而言，大量实证研究表明，这些能力的差异与众多学业成果的差异相关。此外，人们越来越意识到并接受认知能力的可塑性。因此，一个新兴的研究方向聚焦于利用计算机化认知训练来提高认知技能。本项目针对就读于社区日校的高危学生解决这一问题。在每个学校场地实施的校内认知训练项目（每天30分钟），在学生总共参与六小时后，工作记忆、任务切换和处理速度都得到了改善。目前的结果为曾经被认为是静态技能的可变性提供了证据。同样重要的是，本研究突出了计算机化认知训练的有效性，并将基于干预的工作批判性地扩展到了一个很少受到关注的学生群体。本文讨论了这项工作对认知研究和教育支持项目的启示。
