Examining the Effects of Working Memory Training in Low SES Children

描述（由申请人提供）：工作记忆（Working memory， WM）是指允许对信息进行短期维护和操作的神经认知过程。WM能力与许多积极的结果有关，包括智力和学习能力。与发育正常的同龄人相比，早期面临逆境的儿童往往表现出WM和相关执行功能（EF）过程的缺陷。这些缺陷可能会导致智商和学习成绩等高级认知能力的差异。尽管一些现有的干预措施促进了广泛的自我调节技能，但仍需要低强度、可负担得起的替代方案，专门针对改善EF。在最近的实证研究中，研究人员已经证明了认知训练干预的良好效果；这些范式包括在相对较短的时间内对特定认知领域的重复练习。例如，实施WM训练方案的研究人员已经证明了WM能力和流畅推理能力的显著提高。在成人、儿童和有特殊需要的人群（如ADHD儿童和初始WM能力较低的儿童）中可以看到积极的效果。然而，迄今为止还没有研究调查WM训练对高风险、低收入人群的影响。我们建议在低社会经济地位儿童（8-11岁）中实施15期的WM培训计划。n-back任务将用于培训；这项任务包括记住一系列刺激，并报告当前的刺激是否与该系列之前的项目中呈现的刺激相匹配。因此，n的值和难度将根据参与者在整个训练阶段的表现进行调整。第二组将在同样的时间和次数下练习控制任务。将为这些家庭提供一台笔记本电脑，以便在家中进行培训；这些家庭将被指导如何管理会议，并由项目工作人员提供随叫随到的支持。在训练前和训练后对两组的WM能力、流畅推理和学习成绩进行测量。此外，为了测试培训的持久效果，这些相同的措施将在3个月的随访评估中重新测试。我们的目的是确定在家培训设计的可行性。如果成功，它将为认知训练干预提供急需的生态有效性。我们还将评估训练范式在改善EF和对流体智力和学业成就的潜在迁移效应方面的有效性。同样，我们希望评估这些能力的改进可能持续的程度。需要进一步研究认知训练范式的有效性，特别是在高风险样本中，以评估它们作为一种具有成本效益、低强度和低剂量替代方案的巨大潜力

DESCRIPTION (provided by applicant): Working memory (WM) refers to the neurocognitive processes that allow for the short-term maintenance and manipulation of information. WM ability is associated with a host of positive outcomes, including intelligence and scholastic aptitude. Children facing early adversity tend to show deficits in WM and related executive function (EF) processes compared to their typically developing peers. These deficits likely contribute to disparities present in higher-level cognitive abilities such as IQ and academic performance. Although some existing interventions promote broad self-regulation skills, there is a need for low-intensity, affordable alternatives specifically aimed at improving EF. In recent empirical studies, researchers have demonstrated promising effects of cognitive training interventions; these paradigms involve the repeated practice on a specific cognitive domain over a relatively short duration. Researchers implementing WM training regimens, for example, have demonstrated impressive improvements on WM ability and fluid reasoning ability. Positive effects are seen in adults, children, and special-needs populations such as children with ADHD and children with low initial WM ability. However, no research to date has investigated the effects of WM training on a high- risk, low-income population. We propose implementing a 15-session WM training program in low-SES children (ages 8-11 years). The n-back task will be used for training; this task involves remembering a sequence of stimuli and reporting if the current stimulus matches the stimulus presented n items previously in the series. The value of n and, thus, the difficulty will adapt to individual participant performance throughout the training phase. A second group will practice a control task for the same duration and number of sessions. The families will be provided with a laptop computer to implement the training sessions in-home; the families will be instructed on the administration of sessions and provided on-call support from project staff members. WM ability, fluid reasoning and academic performance will be measured in both groups prior to and directly after the training phase. Additionally, to test for lasting effects of training, these same measures will be retested at a 3-month follow-up assessment. We aim to determine the feasibility of the in-home training design. If successful, it would provide much needed ecological validity to cognitive training interventions We will also evaluate the effectiveness of the training paradigm in improving EF and potential transfer effects on fluid intelligence and academic achievement. Similarly, we wish to evaluate the degree to which improvements in these abilities may be long lasting. Further investigation of the effectiveness of cognitive training paradigms, especially in high-risk samples, is needed to assess the vast potential they hold as a cost-effective, low- intensity, and low-dosage alternative or supplement to traditional interventions.