Working memory training improves reading processes in typically developing children

被引：199

作者：

Loosli, Sandra V. ^{[2
,3
]}

Buschkuehl, Martin ^{[1
]}

Perrig, Walter J. ^{[2
]}

Jaeggi, Susanne M. ^{[1
]}

机构：

[1] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[2] Univ Bern, Dept Psychol, Bern, Switzerland

[3] Univ Freiburg, Dept Neurol, Univ Med Ctr, Freiburg, Germany

来源：

CHILD NEUROPSYCHOLOGY | 2012年 / 18卷 / 01期

基金：

瑞士国家科学基金会;

关键词：

Transfer; Scholastic achievement; Cognitive intervention; Literacy; Education; SHORT-TERM-MEMORY; INDIVIDUAL-DIFFERENCES; FLUID INTELLIGENCE; SPEAKING CHILDREN; FAR TRANSFER; ABILITY; CAPACITY; SPAN; COMPREHENSION; ATTENTION;

D O I：

10.1080/09297049.2011.575772

中图分类号：

R74 [神经病学与精神病学];

学科分类号：

摘要：

The goal of this study was to investigate whether a brief cognitive training intervention results in a specific performance increase in the trained task, and whether there are transfer effects to other nontrained measures. A computerized, adaptive working memory intervention was conducted with 9- to 11-year-old typically developing children. The children considerably improved their performance in the trained working memory task. Additionally, compared to a matched control group, the experimental group significantly enhanced their reading performance after training, providing further evidence for shared processes between working memory and reading.

引用

页码：62 / 78

页数：17

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