工作记忆训练改善学习困难儿童症状的有效性:行为和ERP证据

Effectiveness of working memory training in children with learning disabilities:Evidence from behavioral and ERP studies

采用自适应活动记忆任务,对学习困难儿童进行20 d的计算机化工作记忆训练.对训练前后进行认知和脑电测查发现,训练组在以数字倒背和n-back任务所代表的工作记忆上具有近迁移效应,在以瑞文测试所代表的流体智力上有远迁移效应并具有长期维持效应.同时,训练组在顶区的P300波幅和LNC波幅显著增大.结果表明,工作记忆训练可增强大脑的信息更新和维持能力,提高学习困难儿童的工作记忆广度和流体智力,长期效应可改善学业成绩,是一种对学习困难儿童有效的认知干预手段.

Children with learning difficulties were trained with computerized working memory for 20 days with adaptive active memory task.The results of cognitive and EEG measurements before and after training showed that the training group had a near-transfer effect on working memory represented by number reverse and n-back tasks,and a far-transfer effect on fluid intelligence represented by Raven test and a long-term maintenance effect.At the same time,the P300 amplitude and LNC amplitude in the apical region increased significantly in the training group.The findings suggest that working memory training can enhance the information updating and maintenance ability of the brain,improve the working memory span and fluid intelligence of children with learning difficulties,and improve academic performance in the long term.It is an effective cognitive intervention for children with learning difficulties.