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Working Memory Updating Training Improves Mathematics Performance in Middle School Students With Learning

Hongxia Zhang1, Lei Chang2, Xiaoying Chen1

  • 1Faculty of Psychology, Beijing Normal University, Beijing, China.

Frontiers in Human Neuroscience
|May 10, 2018
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Summary

Working memory training improves learning abilities and brain activity in children with learning difficulties. This targeted intervention enhances performance in tasks and academic skills, offering a potential way to mitigate learning challenges.

Keywords:
N160P300learning difficultiesupdating trainingworking memory

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Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Working memory (WM) deficits are strongly linked to learning difficulties (LDs).
  • Working memory is recognized as a plastic cognitive function, amenable to improvement through targeted training.
  • Improvements in WM have shown potential for transfer to broader cognitive abilities and academic success.

Purpose of the Study:

  • To investigate the efficacy of WM updating training in enhancing WM updating ability and academic performance in children with LDs.
  • To explore the neural correlates of WM updating training by examining changes in brain activity using event-related potentials (ERPs).
  • To assess the transfer effects of WM updating training on mathematical abilities.

Main Methods:

  • A running memory task was employed for WM updating training over 28 days in children with LDs (TLDs group).
  • Control groups included children with LDs (CLDs group) and typically developing children (NC group).
  • Behavioral assessments (2-back WM task, academic tests) and ERPs (N160, P300) were used for pre- and post-training evaluations.

Main Results:

  • Pre-training assessments revealed lower WM updating ability and academic performance in both LDs groups compared to the NC group.
  • The TLDs group showed significant improvements in the 2-back WM task and mathematical ability post-training, outperforming the CLDs group.
  • ERPs indicated that N160 and P300 amplitudes, initially lower in LDs groups, increased significantly in the TLDs group after training, nearing NC group levels.

Conclusions:

  • WM updating training effectively enhances WM updating ability in children with LDs.
  • The training demonstrates positive transfer effects on mathematical performance in children with LDs.
  • WM updating training leads to measurable improvements in brain activity, suggesting a neurobiological basis for cognitive enhancement in this population.