Selective transfer of visual working memory training on Chinese character learning

Opitz, Bertram; Schneiders, Julia A.; Krick, Christoph; Mecklinger, Axel

doi:10.1016/j.neuropsychologia.2013.10.017

Cited by 25 publications

(23 citation statements)

References 76 publications

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“…In this analysis, time (pretraining vs. post‐training) was entered as a within‐subject factor and group (adaptive training vs. control) was entered as a between‐subject factor. Based on previous findings (Dahlin, Neely, Larsson, Bäckman, et al, ; Kelly & Garavan, ; Opitz, Schneiders, Krick, & Mecklinger, ), we limited this analysis to task‐relevant brain regions. Task‐relevant brain regions were produced using one‐sample t test on the contrast images (working memory vs. baseline) of all subjects at pretraining.…”

Section: Methodsmentioning

confidence: 99%

Evidence for the contribution of COMT gene Val158/108Met polymorphism (rs4680) to working memory training‐related prefrontal plasticity

et al. 2020

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Background: Genetic factors have been suggested to affect the efficacy of working memory training. However, few studies have attempted to identify the relevant genes. Methods:In this study, we first performed a randomized controlled trial (RCT) to identify brain regions that were specifically affected by working memory training.Sixty undergraduate students were randomly assigned to either the adaptive training group (N = 30) or the active control group (N = 30). Both groups were trained for 20 sessions during 4 weeks and received fMRI scans before and after the training.Afterward, we combined the data from the 30 participants in the RCT study who received adaptive training with data from 71 additional participants who also received the same adaptive training but were not part of the RCT study (total N = 101) to test the contribution of the COMT Val158/108Met polymorphism to the interindividual difference in the training effect within the identified brain regions. Results:In the RCT study, we found that the adaptive training significantly decreased brain activation in the left prefrontal cortex (TFCE-FWE corrected p = .030). In the genetic study, we found that compared with the Val allele homozygotes, the Met allele carriers' brain activation decreased more after the training at the left prefrontal cortex (TFCE-FWE corrected p = .025). Conclusions:This study provided evidence for the neural effect of a visual-spatial span training and suggested that genetic factors such as the COMT Val158/108Met polymorphism may have to be considered in future studies of such training. K E Y W O R D SCOMT, fMRI, gene polymorphism, randomized controlled trial, working memory training

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Section: Methodsmentioning

confidence: 99%

Evidence for the contribution of COMT gene Val158/108Met polymorphism (rs4680) to working memory training‐related prefrontal plasticity

et al. 2020

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“…There is converging evidence that early intervention might prevent or remedy the onset of LD [16] [17]. Our results suggest that LPC might be as neurophysiological index of WM training-related changes in LD brain function and see if they were linked to clinical improvement.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 65%

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

Yao¹

2017

Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017)

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Abstract-Recent behavioral studies suggest that children with learning disabilities (LD) have difficulty in working memory (WM) updating. However, as behavioral performance represents the summed activity of multiple stages of processing, the temporal locus of the WM updating deficit remains unclear. Here, we used an event-related potential (ERP) paradigm to compare the temporal mechanisms of WM updating in 21 children with LD (aged between 10 and 12 years) and 21 agematched controls while they performed the running memory task. Behavioral results showed that children with LD attained significantly lower accuracy when the task required updating. ERPs revealed that the occipital early P1 component and parietal late positive complex (LPC) amplitudes were lower in children with LD compared to controls when the task required children to remember a new stimulus. The LPC (1000-1500) amplitude correlated with the performance of academic and updating behavior. These results provide a novel electrophysiological evidence that children with LD have a specific impairment in early visual attention processing and lately WM updating.

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“…Other lines of research include exploring different long-term memory-based hypotheses, such as the cerebellar deficit theory, which implicates a lack of automatization and issues with balance/motor control (Nicolson, Fawcett, & Dean, 2001). Research suggests that the neuropsychological structure of dyslexia may vary according to the language that one speaks (Opitz, Schneiders, Krick, & Mecklinger, 2014;Siok, Spinks, Jin, & Tan, 2009), and some researchers remain unconvinced that there are any specific neuropsychological elements that are sufficiently distinct to differentiate dyslexia from general poor reading skills (Elliot & Grigorenko, 2014 Given such inconclusive extant literature and the imbalance of research toward childhood literacy attainment, it was first necessary to conduct a scoping process, through consultation with an expert panel and reviewing survey data prior to our actual search, in order to refine the conceptual framework for the review, in accordance with guidelines on SR methodology (Denyer & Tranfield, 2009).…”

Section: Dyslexia Theorymentioning

confidence: 99%

A Narrative Systematic Review of Coaching Interventions to Improve Dyslexia at Work

Doyle

McDowall

2018

Preprint

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Although dyslexia affects 5-8% of the workforce this developmental disorder is insufficiently researched within adult psychological research. Dyslexia confers legal protections wherein employers must provide ‘accommodations’ to support work performance, including coaching activities. Implementation of accommodations has moved forward without an evidence-base to date. The present systematic review investigates to what extent face-to-face learning interventions improve the working memory capacity and self-efficacy of adults with dyslexia guided by a realist, narrative framework. We extracted 25 studies from eleven countries, prioritizing relevant learning intervention protocols above population context, synthesizing the delivery context and impact on mechanisms of working memory (N=501) and self-efficacy (N=1211) also contextual, work-related outcomes such as comprehension. Though limited by inadequate intervention descriptions in primary papers, a narrative synthesis determined that learning interventions compliant with Social Cognitive Learning Theory elicited reliable outcomes for not only self-efficacy, as would be expected, but also improved working memory and workplace contextualized variables. Development of metacognition, stress management and fidelity to Goal Setting Theory were also inferred as valuable intervention features. Implications include the need for population-specific evaluation of the emergent conceptual framework to further our understanding of disability accommodations, and questioning the ecological validity of working memory as an intervening mechanism.

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Selective transfer of visual working memory training on Chinese character learning

Cited by 25 publications

References 76 publications

Evidence for the contribution of COMT gene Val158/108Met polymorphism (rs4680) to working memory training‐related prefrontal plasticity

Evidence for the contribution of COMT gene Val158/108Met polymorphism (rs4680) to working memory training‐related prefrontal plasticity

Electrophysiological Evidence of Working Memory Updating Deficits in Children with Learning Disabilities

A Narrative Systematic Review of Coaching Interventions to Improve Dyslexia at Work

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