Journal of Information Technology Applications and Management

Korea Data Strategy Society (한국데이터전략학회)
권호 표지
DOI QR코드

DOI QR Code

Utilizing the n-back Task to Investigate Working Memory and Extending Gerontological Educational Tools for Applicability in School-aged Children

  • Chih-Chin Liang (Department of Business administration, National Formosa University) ;
  • Si-Jie Fu (Department of Business administration, National Formosa University)
  • Received : 2024.02.17
  • Accepted : 2024.02.29
  • Published : 2024.02.29
Download PDF
⟨ Previous Next ⟩

Abstract

In this research, a cohort of two children, aged 7-8 years, was selected to participate in a specialized three-week training program aimed at enhancing their working memory. The program consisted of three sessions, each lasting approximately 30 minutes. The primary goal was to investigate the impact and developmental trajectory of working memory in school-aged children. Working memory plays a significant role in young children's learning and daily activities. To address the needs of this demographic, products should offer both educational and enjoyable activities that engage working memory. Digital educational tools, known for their flexibility, are suitable for both older individuals and young children. By updating software or modifying content, these tools can be effectively repurposed for young learners without extensive hardware changes, making them both cost-effective and practical. For example, memory training games initially designed for older adults can be adapted for young children by altering images, music, or storylines. Furthermore, incorporating elements familiar to children, like animals, toys, or fairy tales, can increase their engagement in these activities. Historically, working memory capabilities have been assessed predominantly through traditional intelligence tests. However, recent research questions the adequacy of these behavioral measures in accurately detecting changes in working memory. To bridge this gap, the current study utilized electroencephalography (EEG) as a more sophisticated and precise tool for monitoring potential changes in working memory after the training. The research findings were revealing. Participants showed marked improvement in their performance on n-back tasks, a standard measure for evaluating working memory. This improvement post-training strongly supports the effectiveness of the training program. The results indicate that such targeted and structured training programs can significantly enhance the working memory abilities of children in this age group, providing promising implications for educational strategies and cognitive development interventions.

Keywords

References

  1. Au, J., Buschkuehl, M., Duncan, G. J., and Jaeggi, S. M., "There is no convincing evidence that working memory training is not effective: A reply to Melby-Lervag and Hulme", Psychonomic Bulletin & Review, Vol. 23, No. 1, 2015, pp. 331-337.
  2. Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., and Jaeggi, S. M., "Improving fluid intelligence with training on working memory: A meta-analysis", Psychonomic Bulletin & Review, Vol. 22, No. 2, 2014, pp. 366-377.
  3. Baddeley, A. D., Thomson, N., and Buchanan, M., "Word length and the structure of short-term memory", Journal of Verbal Learning and Verbal Behavior, Vol. 14, 1975, pp. 575-589.
  4. Baddeley, A., "Working Memory and Language: an Over View", Journal of Communication Disorders, Vol. 36, 2003, pp. 189-208.
  5. Chen, C.-C., Kuo, J.-C., and Wang, W.-J., "Distinguishing the visual working memory training and practice effects by the effective connectivity during N-back tasks: A DCM OF ERP Study", Frontiers in Behavioral Neuroscience, Vol. 13, 2019.
  6. Chen, Y. N., Mitra, S., and Schlaghecken, F., "Sub-processes of working memory in the N-back task: An investigation using ERPs. Clinical Neurophysiology, Vol. 119, No. 7, 2008, pp. 1546-1559.
  7. Chooi, W. T. and Thompson, L. A., "Working memory training does not improve intelligence in healthy young adults", Intelligence, Vol. 40, No. 6, 2012, pp. 531-542.
  8. Constantinidis, C. and Klingberg, T., "The neuroscience of working memory capacity and training", Nature Reviews Neuroscience, Vol. 17, No. 7, 2016, pp. 438-449.
  9. Dahlin, E., Nyberg, L., Backman, L., and Neely, A. S., "Plasticity of executive functioning in young and older adults: Immediate training gains, transfer, and long-term maintenance", Psychology and Aging, Vol. 23, No. 4, 2008, p. 720.
  10. Farwell, L. A., Richardson, D. C., and Richardson, G. M., "Brain fingerprinting field studies comparing p300-mermer and P300 brainwave responses in the detection of concealed information", Cognitive Neurodynamics, Vol. 7, No. 4, 2012, pp. 263-299.
  11. Forns, J., Esnaola, M., Lopez-Vicente, M., Suades-Gonzalez, E., Alvarez-Pedrerol, M., Julvez, J., Grellier, J., Sebastian-Galles, N., and Sunyer, J., "The N-back test and the attentional network task as measures of child neuropsychological development in epidemiological studies", Neuropsychology, Vol. 28, No. 4, 2014, pp. 519-529.
  12. Hotton, M., Derakshan, N., and Fox, E., "A randomised controlled trial investigating the benefits of adaptive working memory training for working memory capacity and attentional control in high worriers", Behaviour Research and Therapy, Vol. 100, 2018, pp. 67-77.
  13. Jaeggi, S. M., Buschkuehl, M., Jonides, J., and Shah, P., "Short- and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences, Vol. 108, No. 25, 2011, pp. 10081-10086.
  14. Jones, M. R., Katz, B., Buschkuehl, M., Jaeggi, S. M., and Shah, P., "Exploring n-back cognitive training for children with ADHD", Journal of Attention Disorders, Vol. 24, No. 5, 2018, pp. 704-719.
  15. Jones, S., Nyberg, L., Sandblom, J., Stigsdotter Neely, A., Ingvar, M., Magnus Petersson, K., and Backman, L., "Cognitive and neural plasticity in aging: General and task-specific limitations", Neuroscience & Biobehavioral Reviews, Vol. 30, No. 6, 2006, pp. 864-871.
  16. Kelly, A. M. and Garavan, H., "Human functional neuroimaging of brain changes associated with practice", Cerebral Cortex, Vol. 15, No. 8, 2004, pp. 1089-1102.
  17. Li, S. C., Schmiedek, F., Huxhold, O., Rocke, C., Smith, J., and Lindenberger, U., "Working memory plasticity in old age: Practice gain, transfer, and maintenance", Psychology and Aging, Vol. 23, No. 4, 2008, p. 731.
  18. Linares, R., Borella, E., Lechuga, M. T., Carretti, B., and Pelegrina, S., "Nearest transfer effects of working memory training: A comparison of two programs focused on working memory updating", PLoS One, Vol. 14, No. 2, 2019, p. e0211321.
  19. Melby-Lervag, M. and Hulme, C., "There is no convincing evidence that working memory training is effective: A reply to au et al. (2014) and Karbach and Verhaeghen (2014)", Psychonomic Bulletin & Review, Vol. 23, No. 1, 2015, pp. 324-330.
  20. Melby-Lervag, M., Redick, T. S., and Hulme, C., "Working memory training does not improve performance on measures of intelligence or other measures of "far transfer", Perspectives on Psychological Science, Vol. 11, No. 4, 2016, pp. 512-534.
  21. Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., and Hegarty, M., "How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis", Journal of Experimental Psychology: General, Vol. 130, No. 4, 2001, p. 621.da
  22. Morrison, A. B. and Chein, J. M., "Does working memory training work? The promise and challenges of enhancing cognition by training working memory", Psychonomic Bulletin & Review, Vol. 18, , No. 1, 2011, pp. 46-60.
  23. Pergher, V., Wittevrongel, B., Tournoy, J., Schoenmakers, B., and Van Hulle, M. M., "n-back training and transfer effects revealed by behavioral responses and EEG", Brain and Behavior, Vol. 8, No. 11, 2018.
  24. Soveri, A., Antfolk, J., Karlsson, L., Salo, B., and Laine, M., "Working memory training revisited: A multi-level meta-analysis of n-back training studies", Psychonomic Bulletin & Review, 2017.
  25. Yu, X. J., "Raven's Progressive Matrices Test Series Manual 1993 Revised Edition (Original authors: J. Raven, J. C. Raven, and J. H. Court; Revised by X. J. Yu)", Taipei City: Chinese Behavioral Science Corporation, 1993.