Daily Dynamics in Working Memory Training: The Role of Daily Affect, Motivation, Stress, and Nightly Sleep for Training Success in Elementary School Children

工作记忆训练中的日常动态：日常情感、动机、压力和夜间睡眠对小学生训练成功的作用

• 批准号: 347286034
• 负责人: Professorin Dr. Tanja Könen
• 金额: --
• 依托单位: Arbeitseinheit Entwicklungspsychologie und Pädagogische Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/347286034?language=en
• 关键词: Daily; Dynamics; Working; Memory; Training

The prospect of improving or maintaining cognitive functioning has provoked a steadily increasing number of cognitive training studies over the last decades. By now a large number of studies exist which still present heterogeneous findings, for example concerning possible far transfer effects of working memory (WM) training (e.g., Karbach & Verhaeghen, 2014; vs. Melby-Lervåg & Hulme, 2013; for recent meta-analyses). Near vs. far transfer refers to improvements on non-trained tasks that measure the same vs. a different construct than the trained tasks. Far transfer effects are important because training outcomes need to generalize to other cognitive abilities to optimally support participants. However, large individual differences in cognitive training and transfer outcomes exist (e.g., Lövdén et al., 2012). In my view, it is time to have a closer look at the within-person information in training data to understand these differential outcomes. Individuals likely vary in short-term within-person processes over time that eventually produce between-person differences in training outcomes (cf. Könen & Karbach, 2015). To test this approach, I propose to study short-term within-person variations in daily processes in elementary school children over several weeks of cognitive training. That is to study cognitive performance over the course of the training sessions and its interaction with important non-cognitive variables. The present work focuses on four important non-cognitive key variables in children's daily life, namely daily affect, motivation, stress, and nightly sleep, which are highly relevant for children's cognitive performance (e.g., de Veld et al., 2014; Dörrenbächer et al., 2014; Fartoukh et al. 2014; Könen et al., 2015). Studying their interaction with daily training performance contributes to under-standing individual and situational (i.e. state) characteristics related to successful training sessions, which are a precondition for successful training and transfer. Thus, a within-person perspective can contribute to understanding how between-person differences in training and transfer outcomes develop. The present project focuses on elementary school children because they are in a crucial learning phase and a central target population for early cognitive training. Three central aims of the proposed project are to (1) describe children's daily cognitive performance as well as daily affect, motivation, stress, and nightly sleep during a well-established WM training; (2) analyze the interplay of the non-cognitive variables with cognitive performance during training; and finally (3) predict training and transfer outcomes with within-person patterns from (1) and (2). Thus, the proposed work moves beyond the currently controversially discussed question whether cognitive training works on the group level (e.g., Au et al., 2016 vs. Melby-Lervåg & Hulme, 2016) and aims at understanding for whom and in which situations it works.

在过去的几十年里，改善或维持认知功能的前景引起了越来越多的认知训练研究。到目前为止，大量的研究仍然存在不同的发现，例如关于工作记忆（WM）训练的可能的远迁移效应（例如，卡尔巴赫& Verhaeghen，2014;对比Melby-Lervåg & Hulme，2013;最近的荟萃分析）。远近迁移是指在非训练任务上的改进，这些改进测量了与训练任务相同或不同的结构。远迁移效应很重要，因为训练结果需要推广到其他认知能力，以最佳地支持参与者。然而，认知训练和迁移结果存在很大的个体差异（例如，Lövdén等人，2012年）。在我看来，现在是时候更仔细地研究训练数据中的人内信息，以了解这些不同的结果。随着时间的推移，个人可能会在短期的个人内部过程中发生变化，最终在培训结果中产生人与人之间的差异（参见。Könen &卡尔巴赫，2015年）。为了测试这种方法，我建议在几个星期的认知训练，在小学生的日常过程中的短期内的人的变化。也就是说，研究培训过程中的认知表现及其与重要的非认知变量的相互作用。目前的工作集中在儿童日常生活中的四个重要的非认知关键变量，即日常情感，动机，压力和夜间睡眠，这与儿童的认知表现高度相关（例如，de Veld等人，2014; Dörrenbächer等人， 2014; Fartoukh等人，2014; Könen等人，2015年）的报告。研究它们与日常训练表现的相互作用有助于理解与成功训练课程相关的个人和情境（即状态）特征，这是成功训练和转移的先决条件。因此，人内视角有助于理解培训和迁移结果中的人与人之间的差异是如何发展的。本项目的重点是小学儿童，因为他们正处于关键的学习阶段，是早期认知训练的主要目标人群。该项目的三个主要目标是：（1）描述儿童的日常认知表现，以及日常情感，动机，压力和夜间睡眠在一个完善的WM培训;（2）分析在培训过程中的非认知变量与认知表现的相互作用;最后（3）预测培训和转移结果与人内模式（1）和（2）。因此，拟议的工作超越了目前有争议的问题，即认知训练是否在群体水平上起作用（例如，Au等人，Melby-Lervåg & Hulme，2016），旨在了解它适用于谁以及在哪些情况下有效。