Improvements to visual working memory performance with practice and feedback.
Improvements to visual working memory performance with practice and feedback.
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DOI：
10.1371/journal.pone.0203279
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发表时间：
2018
期刊：
影响因子：
3.7
通讯作者：
Vogel EK
中科院分区：
文献类型：
--
作者：
Adam KCS;Vogel EK
视觉工作记忆容量估计在3-4个项目左右，但在一些试验中，参与者甚至不能正确地报告记忆数组中的一个项目。这种工作记忆表现的失败令人惊讶地普遍，参与者对此的自我意识很差。先前的研究表明，行为反馈可以减少工作记忆失败的频率，但反馈的好处在被拿走后立即消失。在这里，我们测试了有或没有逐项反馈的长期练习是否会导致工作记忆表现的持续改善。参与者被分为四组：(1)有反馈的工作记忆练习(2)无反馈的工作记忆练习(3)填字游戏主动控制(4)无接触控制。与之前的研究一致，视觉工作记忆任务的简单练习在练习过程中显著提高了工作记忆的表现。然而，我们只发现部分支持反馈在改善工作记忆表现方面的有效性。与没有反馈的练习组相比，有反馈的练习组在某些练习阶段的工作记忆表现有所改善。然而，反馈的好处并没有在所有的训练课程中持续存在，也没有在没有反馈的情况下转移到最终的测试课程。因此，性能反馈的好处并没有随着时间的推移而持续。此外，我们发现只有刺激特异性转移对视觉工作记忆练习有益。我们还发现，参与者的元知识随着练习而提高，但收到关于任务准确性的反馈实际上略微损害了并发元知识评级的准确性。最后，我们讨论了该领域未来工作的重要设计考虑因素（例如，功率，期望和“间隔效应”）。例如，我们发现检测组间效应的统计能力随着实践而下降。这一发现对于任何使用单期研究来计算计划多期研究的功效的研究都具有潜在的关键意义。
Visual working memory capacity is estimated to be around 3–4 items, but on some trials participants fail to correctly report even a single item from the memory array. Such failures of working memory performance are surprisingly common, and participants have poor self-awareness of them. Previous work has shown that behavioral feedback can reduce the frequency of working memory failures, but the benefits of feedback disappeared immediately after it was taken away. Here, we tested whether extended practice with or without trial-by-trial feedback would lead to persistent improvements in working memory performance. Participants were assigned to one of four groups: (1) Working memory practice with feedback (2) Working memory practice without feedback (3) Crossword puzzle active control (4) No-contact control. Consistent with previous work, simple practice with a visual working memory task robustly improved working memory performance across practice sessions. However, we found only partial support for the efficacy of feedback in improving working memory performance. Practicing with feedback improved working memory performance relative to a no-feedback group for some practice sessions. However, the feedback benefits did not persist across all training sessions and did not transfer to a final test session without the feedback. Thus, the benefits of performance feedback did not persist over time. Further, we found only stimulus-specific transfer of visual working memory practice benefits. We also found that participants’ metaknowledge improved with practice, but that receiving feedback about task accuracy actually slightly harmed the accuracy of concurrent metaknowledge ratings. Finally, we discuss important design considerations for future work in this area (e.g. power, expectations, and “spacing effects”). For example, we found that achieved statistical power to detect a between-groups effect declined with practice. This finding has potentially critical implications for any study using a 1-session study to calculate power for a planned multi-session study.
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影响因子：
2.4
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