作为提升认知能力的重要手段,工作记忆训练的迁移效应受到广泛关注。已有研究表明工作记忆训练存在稳定的近迁移效应,但其远迁移效应却常受质疑。本文通过梳理工作记忆训练相关研究,在总结远迁移效应研究中主要争议的基础上,分析了产生这些争议的潜在混淆因素。作者提出,未来应该着眼于从工作记忆的加工机制、工作记忆不同成分在迁移效应中的作用、以及迁移产生的神经机制等方面,对远迁移效应开展更为深入系统的研究。<br/>Enhancing high-level cognitive functions through training on working memory has attracted much attention from numerous researchers. While working memory (WM) training has been demonstrated to yield robust near transfer effect, it is still under intensive debate about whether there is a reliable far transfer effect. In this review, we reviewed the evidence supporting far transfer effect of WM training, and that do not. Especially, we examined those factors that may lead to inconsistent findings in meta-analyses, and analyzed the potential confounding variables when investigating the effect. The theoretical basis for far transfer effect in WM training was also discussed. Finally, we proposed that future studies should focus on uncovering the mechanisms of WM, the roles of different WM components in transfer and the neural substrates of transfer effect, which could be helpful in dealing with inconsistence in the field.
工作记忆,认知增强,近迁移,远迁移,流体智力, Working Memory Cognitive Enhancement Near Transfer Far Transfer Fluid Intelligence工作记忆训练远迁移效应的 证据与争议
面对当前领域内激烈的争议,我们有必要对远迁移是否存在进行深入地讨论。目前,可以较为肯定的是,远迁移效应在较年轻的被试群中更稳定。Yvonne等(2012)训练老年被试和年轻被试的工作记忆,发现训练使年轻被试在瑞文推理、Stroop任务上的远迁移效应更大。Salminen等(2016)和Borella等(2014)的研究也发现了相似的结果。另外,工作记忆训练在特殊人群中的远迁移效果通常较为明显。对ADHD儿童、中风病人、阅读障碍、轻微智障以及工作记忆能力低下的被试进行工作记忆训练的研究发现,训练不仅减缓了症状,还提高了推理、阅读以及计算的成绩(Holmes et al., 2009; Klingberg et al., 2005; Loosli et al., 2012; Mj et al., 2010; Westerberg & Klingberg, 2007)。此外,适当的动机影响远迁移效应。比如,Foroughi等(2016)发现,激发安慰剂组被试想提升认知能力的内部动机,其流体智力在训练后的提高幅度相当于标准智力测验的5到10个点,但控制组的表现没有得到显著改善。另外,Jaeggi等(2014)的研究发现,金钱奖励(外部动机)也影响远迁移效应,没有或适当的金钱奖励促发远迁移效应。最后,认为智力可塑的信念也影响远迁移效应(Jaeggi et al., 2014)。可见,已有研究中存在一些未控制的混淆变量,可能是不同研究之间结果不一致的原因。值得注意的是,有研究(Holmes et al., 2009; Mj et al., 2010)发现,工作记忆训练远迁移效应不在训练后即时发生,而在训练后测间隔一段时间的测试中才出现,即可能存在“延迟迁移效应”。但相关的证据仍不足,今后的研究可作进一步探讨。
理论上,工作记忆训练产生远迁移效应是有可能的。在有关远迁移效应的理论解释中,目前较为合理的是PRIMs (Primitive information processing element)理论(Taatgen, 2016)。该理论假定,当被试进行某特定任务训练时,训练过程中会提高被试的一般认知技能,这种提高了的一般认知技能可在完成其它任务时再次使用,从而提高被试在其它任务中的表现。这个理论为解释工作记忆训练远迁移效应机制提供了参考。它强调训练任务与迁移任务之间存在部分重叠,具体来说可能是存在相同的算法,但又不完全相同。训练强化了这些算法的使用,可以理解为提高了认知技能,这种技能正好也是完成迁移任务需要的,进而产生了迁移。举例来讲,工作记忆训练提高了工作记忆能力,这种提高的一般认知技能正好也是推理、解决新异问题所需,因此能够产生对流体智力的远迁移。按照该理论模型,工作记忆训练的远迁移效应是真实存在的,只是由于研究中没有控制好混淆变量的影响,才造成有关研究结果不一致的局面。
覃丽君. 工作记忆训练远迁移效应的证据与争议Evidence and Controversy about the Far Transfer Effect in Working Memory Training[J]. 心理学进展, 2019, 09(01): 64-73. https://doi.org/10.12677/AP.2019.91009
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