Investigating Effects of Working Memory Training on Foreign Language Development
Investigating Effects of Working Memory Training on Foreign Language Development
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DOI：
10.1111/modl.12584
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发表时间：
2019-09-01
影响因子：
4.9
通讯作者：
Hayashi, Yuko
中科院分区：
文献类型：
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作者：
Hayashi, Yuko
目前的研究分为两部分，调查了英语语言训练 (ELT) 和计算机化 Cogmed 工作记忆训练 (WMT) 对提高英语作为外语 (EFL) 熟练程度和工作记忆容量的相对贡献。在研究 1 中，日本本科 EFL 学习者被随机分配到 3 个实验组中的一组（仅 ELT、仅 WMT、以及 WMT 和 ELT）和对照组。双重干预（WMT + ELT）组接受了 5 周的 WMT 和 ELT，在训练后 6 个月保留了对言语短期记忆和工作记忆的训练效果。然而，在词汇、语法、阅读和听力理解能力的标准化英语测试中，并没有取得显着的进步。针对研究 1 中缺乏更高生产技能的衡量标准，研究 2 对一组新的日本本科 EFL 学习者进行了研究，其中包括 WMT 组和对照组。没有发现显着的远转移效应（基于语言的测量）。描述性和相关性分析表明，较高的一般口语能力分数往往与 Cogmed WMT 项目期间完成的言语工作记忆任务（涉及字母序列的存储和操作）的较大改善相关。这些分析表明，更专业的 WMT 项目有可能转化为第二语言或外语表现的更切实收益。通过探索研究工作记忆的模块化方法，可以进一步了解 WMT 的有限远转移效应。
The current 2-part study investigated the relative contributions of English language training (ELT) and computerized Cogmed working memory training (WMT) to improvements in English-as-a-foreign language (EFL) proficiency and working memory capacity. In Study 1, Japanese undergraduate EFL learners were randomly allocated to 1 of 3 experimental groups (ELT only, WMT only, and both WMT and ELT) and a control group. The dual intervention (WMT + ELT) group, who received 5 weeks of both WMT and ELT, retained the training effects on verbal short-term memory and working memory at 6 months post-training. No significant gains were made, however, in a standardized EFL test of vocabulary, grammar, reading, and listening comprehension abilities. Addressing the absence of a measure of more productive skills in Study 1, Study 2 was carried out on a new cohort of Japanese undergraduate EFL learners comprising a WMT group and a control group. No significant far-transfer effects (on the language-based measures) were identified. Descriptive and correlational analyses revealed that the higher general oral proficiency scores tended to be associated with larger improvements in a verbal working memory task (involving storage and manipulation of letter sequences) completed during the Cogmed WMT program. These analyses indicate the possibility of more specialized WMT programs translating into more tangible gains in second or foreign language performance. Further insights into the limited far-transfer effects of WMT could be gleaned by exploring a modular approach to studying working memory.