Examining the Effects of Working Memory Training in Low SES Children

描述（由申请人提供）：工作记忆（WM）是指允许对信息进行短期维持和操作的神经认知过程。工作记忆能力与许多积极的结果有关，包括智力和学术能力。面对早期逆境的儿童往往表现出缺陷，在工作记忆和相关的执行功能（EF）的过程相比，他们通常发展的同龄人。这些缺陷可能会导致高水平认知能力（如智商和学习成绩）的差异。虽然一些现有的干预措施促进广泛的自我调节技能，但需要低强度，负担得起的替代品，专门旨在改善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;这些范式涉及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能力和流体推理能力的显著改善。在成人，儿童和特殊需要人群中看到了积极的效果，如ADHD儿童和初始WM能力低的儿童。然而，迄今为止还没有研究调查WM培训对高风险，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次WM培训计划。n-back任务将用于训练;该任务涉及记住一系列刺激并报告当前刺激是否与系列中之前呈现的n个项目相匹配。n的值以及难度将在整个训练阶段适应个体参与者的表现。第二组将在相同的时间和次数内练习一项控制任务。将向这些家庭提供一台笔记本电脑，以便在家中进行培训;将向这些家庭提供培训课程管理方面的指导，并由项目工作人员提供随叫随到的支助。WM能力，流体推理和学业成绩将在训练阶段之前和之后立即测量。此外，为了测试培训的持久效果，将在3个月的随访评估中重新测试这些相同的措施。我们的目的是确定在家里的培训设计的可行性。如果成功的话，它将提供急需的生态有效性认知训练干预措施，我们还将评估的有效性，提高EF和潜在的流体智力和学业成绩的转移效应的培训模式。同样，我们希望评估这些能力的改善可能持久的程度。需要进一步调查认知训练模式的有效性，特别是在高风险样本中，以评估它们作为具有成本效益，低强度和低剂量替代品的巨大潜力 或作为传统干预措施的补充。

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.