Using working memory干预改善马特基金业绩:ill-conceived, poorly executed, or just not尚未消融there ?(提高数学表现的工作记忆干预:设计糟糕、执行糟糕还是开发不足?)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2023-01-02 DOI:10.1080/02103702.2022.2146305
Kerry Lee
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引用次数: 1

摘要

虽然最初的发现很有希望,但最近的研究发现,训练通常会导致WM的改善,但不会转移到数学表现上。本文主要研究WM训练对数学成绩的效用。除了对相关工作的简要回顾之外,我还描述了我自己的努力和从三次干预中获得的见解,这些干预产生了不同的结果。本文解决的主要问题之一是近而非远转移的可靠发现的原因。一些较早的研究被糟糕的方法设计所困扰。然而,最近执行得更好的研究也发现了类似的远端转移的缺乏,这一发现令人不安。我研究了使用WM训练来提高数学成绩是否完全被误导了。我还研究了现有的干预方法可能从错误的角度处理问题的可能性。
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Using working memory intervention to improve math performance: ill-conceived, poorly executed, or just not quite there yet? (Intervenciones en memoria de trabajo para mejorar el rendimiento matemático: ¿mal diseñadas, pobremente ejecutadas, o poco desarrolladas?)
ABSTRACT With over two decades of research showing a close association between working memory (WM) and maths performance, WM training has been suggested as one way to supplement conventional remedial instructions. Although initial findings were promising, recent reviews have found that training typically resulted in WM improvement but no transfer to maths performance. This paper focused on the utility of WM training for maths performance. In addition to a brief review of relevant works, I described my own efforts and insights gained from three iterations of an intervention that produced mixed findings. One of the main questions addressed in this paper was the reasons for robust findings of near but not far transfer. Some of the older studies were beset by poor methodological designs. However, the finding that more recent, better executed studies also found a similar lack of far transfer is troubling. I examined whether the use of WM training for improving maths performance is simply misguided. I also examined the possibility that the extant approaches to intervention may be approaching the problem from the wrong perspective.
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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