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Behavioral and EEG effects of working memory updating training in children with learning disabilities
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Figure3. Grand average ERP waveforms at post-training session .
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Figure3. Grand average ERP waveforms at pre-training session
Figure2. Mean score of behavior transfer effects at pre-training, post-training and 6-months follow-up for Training and Control groups.
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In parallel to the behavioral performance, the ERP results demonstrated that the magnitude of parietal P300 and LNC increased after training only in training group during n-back tasks . In addition, we found increased theta synchronization between fronto-parietal network after training only in training group by a phase synchronization analysis.
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In the behavioral training sessions, training reduced the reaction times to each training task. The training group showed greater improvement in working memory capacity, as well as in fluid intelligence than untrained children, an effect that was still observed six months after without further training. Also, evidence of transfer of working memory updating training to academic performance was observed after six months
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Overall, this was the first trial to demonstrate that working memory training that is associated with
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Corresponding Author: Renlai Zhou
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normalized patterns of brain activity, which is associated with improvements in cognitive and learning performance
Tel: +861058802021
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of working memory updating training in children with
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Figure1. Working memory training design.a, Screen shot captured during each training task. b, Visualization of training design and measures collected at each time point.
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determine the efficacy and neurocognitive mechanism LD.
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Our Aims: The main goal of the present study is to
Conclusions：
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In the current study, forty eight elementary schoolchildren with LD aged 9 to 11 were assigned to either a training-group who performed twenty sessions of computerized training of working memory updating or a non-trained control group. Twenty four training group children performed three adopted running memory tasks for 40 minutes per day, 4 times per week, for 5weeks.
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Method
Working memory (WM) is a cognitive system that stores and processes information continuously for a few seconds, is suggested to be malleable and to affect learning. Children with learning disabilities (LD) have deficits in working. Consequently, the prospect of training WM and thereby not only expanding WM capacity but also improving reasoning abilities or helping to overcome cognitive deficits stimulated a growing number of studies evaluating effects of WM training (for reviews, see Klingberg, 2010). Our previous training on working memory updating tasks can improve performance on that task, an effect that can also generalize to other domains (Zhao, Zhou, & Fu, 2013).
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Introduction:
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Chunlei Liu a, Renlai Zhou *a,b,c, Xin Zhaod Beijing Key Lab of Applied Experimental Psychology, School of Psychology, and b State Key Laboratory of Cognitive Neuroscience and Learning, and c Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, Beijing 100875, China and dSchool of Psychology, Northwest Normal University, Lanzhou, China a
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OHBM2014-No.481
E-mail:
[email protected]
Website: http://rlrw.bnu.edu.cn/
