In the same directory as this file are screenshots of sections of the Flash-presented thesis on doc88.com; they have been cropped with ImageMagick & shrunk with optipng.

http://www.globethesis.com/?t=2155330335456903
The Effect Of Training Working Memory And Attention On Pupils' Fluid Intelligence
Posted on:2012-07-02	Degree:Master	Type:Thesis
Country:China	Candidate:C J Zhong	Full Text:PDF
GTID:2155330335456903	Subject:Development and educational psychology
Abstract:

Working memory, attention and intelligence are closely related, and some studies suggest that intelligence can be used as an indicator of prediction, but whether can improve fluid intelligence, research results less consistent; Whether the improvement of fluid intelligence caused by training of working memory related to training task is not clear; The attention training impact on fluid intelligence is not yet clear; In addition, from children training point of view. there is not much research literature. This paper mainly discusses the training effect on fluid intelligence and working memory from the angle of children working memory training and attention training.This study includes three experiments. The main purpose of preliminary experiments is to understand the subjects performance on the the single task of visual working memory, working memory dual n-back task and dual-channel attention task at the same time.Then, according to the performance of the subjects, we will make a standard which decides the next block difficulty of subjects. We made the difficulty standard according to the performance of the subjects:when the number of correct trial of each block t between 13-18, n constant in the next block; more than or equal to 19, n+1 back in the next block; less than equal to 12, n-1back in the next block.The performance on Single visual working memory task and dual n-back working memory task is in line with expectations, we can distinguish between the four levels of difficulty; There is not a increases difficulty on dual-channel attention task between the four levels, so the task requires further improvement.The purpose of the first experiment is to explore whether WM training and attention training can improve GF; the influence of different training mission; the effect of mount of training on the improvement of GF; whether the rise of GF would improve children's academic achievement.We expect:training can improve fluid intelligence and working memory span; different training tasks have a different effect on improving fluid intelligence, only dual n-back working memory training can improve fluid intelligence; the performance of working memory training and attention training tasks will increase with training amount; Ideally, the training effect will be reflected in the children's academic achievement and improvement.We have trained and control subjects who all accepted pre-test and post-test of fluid intelligence,working memory reading span and working memory digit span before and after the training.The trained subjects accepted either working memory training or attention training,only one task each, and meanwhile, the control group didn't do anything. It should be pointed out that there is difference in the amount of training between the trained groups. There are four training levels (five days, ten days, fifteen days, twenty days) of training amount.There are five major research findings:(1) The training gain was well explained by a linear function for every group of working memory and attention training tasks. (2) Fifteen days of training is best to improve fluid intelligence and working memory reading span. (3) The simultaneous double n-back working memory task is the best task to increase fluid intelligence. (4) The ANOVA and Covariance ANOVA found that participants with initially lower fluid intelligence, working memory reading and digit span showed even larger gains on them.(5)Training is good for improving math scores.The goal of experiment 2 is to explore whether 15 days of training has a special role on improving fluid intelligence; The benefit of low group on fluid intelligence, reading span, digital span is greater than the high group. Experiment 2 hypothesis:Fifteen days of training have special effect to improve fluid intelligence; The low group get benefit more than the high group.The first independent variable includes15 days and20 days two level; The second independent variable includes training, control two level. The other conditions are the same as experiment one. Experiment two shows that fluid intelligence group significantly higher than control group; There isn't significant differences between 15 days and 19 days on the influence of fluid intelligence; The benefit of low group was greater than the high group on fluid intelligence,reading span and digital span.Integrating experiment one and two, this research shows that:(1) The training of working memory or attention can improve fluid intelligence, simultaneous double n-back WM task was the best to improve fluid intelligence; The Training group was significantly better than control group on fluid intelligence,WM span and math scores.(2) The training gain was well explained by a linear function for every group of working memory and attention training tasks. But there is no significant role of training amount. (3) Whether on fluid intelligence, working memory span or Chinese,math scores, the benefit of low group was obviously higher than the high group.

Keywords/Search Tags:	working memory training, attention training, pupil, fluid intelligence

http://www.doc88.com/p-397166703921.html
文档信息
文档上传人： gehhmm
文档格式：PDF
文档页数：44
下载积分：1300
上传日期：2011-09-20 15:19:34
浏览次数：10
doc88 encrypted (?) .ebt file (8MB): http://dl.dropbox.com/u/85192141/2012-zhong.ebt

http://d.g.wanfangdata.com.cn/Thesis_Y1883006.aspx
工作记忆与注意的训练对小学生流体智力的影响
0推荐

查看全文 下载全文
导出 添加到引用通知
分享到 |
下载PDF阅读器
工作记忆、注意与智力的关系密切，有些研究认为可以作为预测智力的一个指标，但是对于工作记忆的训练是否可以提高流体智力，研究结果不太一致；并且工作记忆的训练带来的流体智力的提高是否与训练任务有关也不清楚；注意的训练对流体智力的影响也还不太明确；另外从训练儿童群体的角度来研究的文献也不多。本文主要是从儿童群体的工作记忆与注意的训练的角度去探讨训练对于流体智力与工作记忆的影响。
　　 本研究主要包括三个实验。预实验的主要目的是了解被试在工作记忆视觉单任务、工作记忆同时双任务以及双通道注意训练任务上的表现，据被试的表现确定一个标准，根据这一标准决定被试将要完成的block的难度。被试每个block正确完成的trial的个数在13-18间时，n不变；大于等于19时，n+1back；小于等于12个时，n-1back。工作记忆视觉单任务和同时双任务比较符合预期，4级水平之间有较好的难度区分；双通道注意任务的4级水平之间没有一个难度的递增，需要对该任务进一步改进。
　　 实验一主要探讨儿童群体(五年级)中与GF有密切关系的WM及注意的训练能否提高GF，不同的训练任务形式的影响是否有差异；训练量对于GF的提高有无影响；检验训练带来的GF的提高是否会提高儿童的学业成绩。假设：训练可以提高流体智力及工作记忆广度；不同的训练任务对提高流体智力有不同的效果，预期仅有训练强度最强的工作记忆同时双n-back司以提高流体智力；工作记忆与注意训练任务的表现会随着训练量的增加而提高；流体智力的提高程度随着训练量的增加而增大；理想情况下，训练效应也会表现在儿童的学业成绩的提高上。实验一采用4×4被试间的前测后测设计，自变量一为训练天数包括5天、10天、15天、20天四个水平；自变量二为任务包括工作记忆视觉单任务、工作记忆同时双任务、双通道注意任务和控制组四个水平。每一种条件下的训练组都有一组控制组与之对应，训练组与对应的控制组在训练前后都接受流体智力、工作记忆阅读广度、数字广度的前测、后测。
　　 实验一经统计发现以下五点：(1)被试在工作记忆和注意任务上的任务表现呈线性趋势增长；(2)15天的训练量对于提高流体智力可能是最有利的；随着训练量的增加对于提高工作记忆阅读广度有好处。(3)同时双任务训练对提高流体智力以及工作记忆数字广度效果较好，对于数字广度训练后的效果好于不训练。(4)低组在流体智力、阅读广度、数字广度的提高量上的获益大于高组的获益。(5)与控制组比较，训练有助于提高被试的数学成绩。
　　 实验二主要为了进一步验证15天的训练量是否对力高流体智力有着特殊的作用；进步检验低组在流体智力、阅读广度、数字广度的提高量上的获益大于高组的获益。实验二假设：15天的训练量对提高流体智力有特殊效应，高低组的流体智力、工作记忆广度的获益有差异，低组获得要大于高组获益。采用2×2被试间的前测后测设计，自变量一为训练天数包括15天、20天两个水平；自变量二为任务包括工作记忆同时双任务、控制组两个水平，其他同实验一。实验二表明，训练组的流体智力获得显著高于控制组，天数对于流体智力的获得的影响没有显著差异；低组被试流体智力的提高要显著大于高组被试；训练组的阅读广度获得显著大于控制组，并且低组被试收益显著大于高组；低组被试的数字广度的收益显著大于高组被试。
　　 整合实验一和实验二，本研究表明：(1)工作记忆、注意的训练可以提高流体智力，其中以工作记忆同时双任务的训练对提高流体智力效果最好；训练组流体智力、工作记忆广度的提高明显好于控制组；与控制组比较，训练有助于提高被试的数学成绩。(2)儿童被试在工作记忆和注意任务上的任务表现随着训练量的增加呈线性趋势增长，但是没有发现训练量显著作用。(3)无论是在流体智力、工作记忆广度还是在语文、数学学习成绩上，低组被试的获益都明显大于高组被试。
　　
作者： 	仲崇健
学科专业： 	发展与教育心理学
授予学位： 	硕士
学位授予单位： 	西南大学
导师姓名： 	徐展
学位年度： 	2011
语 种： 	chi
分类号： 	B842.3 G442
关键词： 	工作记忆训练知识脉络    注意训练知识脉络    小学生知识脉络    流体智力知识脉络    数字广度知识脉络
在线出版日期： 	2011年8月24日
返回顶部本文读者也读过(10条)

    学位论文 小学利用家庭资源进行安全教育的研究 - 2011
    学位论文 线索性质对返回抑制的影响 - 2011
    学位论文 初中学困生情绪表达和调节策略研究 - 2011
    学位论文 油田企业物资供应系统资金管理体系改进研究 - 2011
    学位论文 采用汉字诱发幻忆体验的实验研究 - 2011
    学位论文 3~5岁城市儿童品牌认知的发展研究 - 2011
    学位论文 儿童与成人数字推理的电生理研究 - 2011
    学位论文 小学生工作记忆测验的编制与信效度分析 - 2011
    学位论文 基于大学生情感表达的社会建构研究 - 2011
    学位论文 归纳推理属性效应中背景关系提取原则的实验研究 - 2011 

返回顶部相关博文(2条)

    巩固公众对核电的信心——介绍法国电气公司的核教育活动 - 武夷山 - 2008年5月22日
    创新之“教”之我悟 - 汪思源 - 2008年3月23日

返回顶部 相关数据(4条)

    世界银行：初等教育，小学生 - 75.5K数据堂
    世界银行：初等教育，小学生（女生所占百分比） - 67.5K数据堂
    中国1998年分地区地方农村普通小学生均预算内教育经费支出统计 - 3.5K数据堂
    世界银行：小学生人均支出（占人均 GDP 的百分比） - 47.0K数据堂

