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1 2014, Vol. 22, No. 2, Advances in Psychological Science DOI: /SP.J 研究构想 (Conceptual Framework) * 基于中央执行功能的儿童工作记忆可塑性机制 1 2,3 ( 1, ) ( 2, ) ( 3, ) 近期的研究发现儿童的工作记忆能力具有一定的可塑性研究者采用双盲对照实验设计, 通过改编的工作记忆广度 N-back 活动记忆和 GO-NOGO 等任务对 15 岁以下的正常儿童和特殊儿童 ( 多动症智力低下等 ) 的工作记忆能力进行训练, 训练的周期一般为 15~30 天不等, 每天训练时长约 15~25 分钟研究结果发现, 工作记忆训练不仅可以提高儿童的工作记忆能力, 而且还可以迁移至其它高级认知功能 ( 流体智力数学能力等 ), 甚至可以改善多动症儿童的临床症状研究者还发现这种训练效应可以保持 3~6 个月通过工作记忆中央执行功能的训练, 是否可以促进儿童认知功能的发展? 儿童认知功能的可塑性表现为短暂的提高还是促进认知发展? 中央执行功能的训练如何影响儿童认知加工过程的发展? 这些问题的回答对于近一步探索认知活动和认知神经的可塑性具有一定的理论意义可以为工作记忆缺陷儿童的临床干预和治疗提供有效的工具, 具有实践意义工作记忆 ; 中央执行功能 ; 可塑性 ; 儿童 ; 发展 B845 (Jaeggi, Buschkuehl, Jonides, & Perrig, 2008; Jaeggi, Buschkuehl, Shah, & Jonides, 2013; Klingberg, Forssberg, & Westerberg, 2002; Melby-Lervåg & Hulme, 2013; McNab et al., 2009; Klingberg, 2010; Olesen, Westerberg, & Klingberg, 2003; Shipstead, Redick, & Engle, 2012; Westerberg et al., 2007; Zhao, Wang, Liu, & Zhou, 2011; Zhao, Zhou, & Fu, 2013;,, 2010a;,, 2010),,, (Klingberg et al., 2002); : * ( ) (13YJC190032) 2013 (2013A-002) :, rlzhou@bnu.edu.cn, (Jaeggi et al., 2008);, (Brehmer, Westerberg, & Bäckman, 2009);, (Westerberg et al., 2007);, (McNab et al., 2009), Science (Dahlin, Neely, Larsson, Bäckman, & Nyberg, 2008; McNab et al., 2009) Nature Neuroscience (Olesen et al., 2003) Proceedings of the National Academy of Sciences of the United States of America (Jaeggi et al., 2008; Jaeggi, Buschkuehl, Jonides, & Shah, 2011) 1 工作记忆及其结构 (Working Memory, WM) 220

2 2 : 221 (Baddeley, 1992, 2003) (,, 2010b), (Engle, 2010), (Conway, Kane, & Engle, 2003), - 3,,, (Baddeley, 1992, 2003), (Shallice & Burgess, 1993), (Miyake, Friedman, Emerson, Witzki, & Howerter, 2000) (Collette & van der, 2002) 3 (shifting process) (updating) (inhibition) (,, 2010a) 2 儿童工作记忆训练研究, 2.1 训练内容,,, (Holmes, Gathercole, & Dunning, 2009; Klingberg et al., 2005; Klingberg et al., 2002) N-back (Jaeggi et al., 2011) (Zhao et al., 2011) GO-NOGO (Thorell, Lindqvist, Nutley, Bohlin, & Klingberg, 2009) 工作记忆广度任务, (Conway et al., 2003; Unsworth, Redick, Heitz, Broadway, & Engle, 2009) Klingberg (Klingberg et al., 2002, 2005) - (A visuo-spatial WM task),, 4 4,,,, 3, (Klingberg et al., 2002) N-back 任务 N-back (,, 2011) Jaeggi (Jaeggi et al., 2011) N-back N, 2-back,, 3 s ( 500 ms, 2,500 ms) (N ), 10, 3 3,, 4 4, 活动记忆任务 (Zhao et al., 2011) Zhao (2011), ( ) 1750 ms/ 9, 3, 3, 3, 3 1, 20,, Go-NoGo 任务 Go-NoGo (Thorell et al., 2009;,, 2011)

3 Thorell (2009) Go-NoGo Thorell Go-NoGo,,, ( ) 2.2 训练形式基本研究设计, Bergman (2011), 4 (PL training) (WM training) (NVR training) (CB training); Klingberg (2002),, ; Zhao (2011), ; Thorell (2009),,, 训练对象 15 Holmes (2009) 8~11,, 10 1, 8 9 ; Zhao (2011) 9~11, 9.76 ; Klingberg (2002) 7~15 14 ; Thorell (2009) 4~5, 56 (Bergman et al., 2011; Zhao et al., 2011), Jaeggi (2011),, (Klingberg et al., 2002, 2005), (Holmes et al., 2009) (Söderqvist, Nutley, Ottersen, Grill, & Klingberg, 2012), Söderqvist (2012), 70, (ADHD) (Down s syndrome) (epilepsy) (unspecified chromosomal deviation) (language disorder) 训练时间 Thorell (2009) 15, 15, 5 ; Bergman (2011) 25, 15 ; Klingberg (2002), 20, 4~6, 5 ; Holmes (2009) 20, 35, 5~7 ; Jaeggi, 5, 训练环境, (Holmes et al., 2009; Thorell et al., 2009; Zhao et al., 2011), Zhao (2011),,, Thorell (2009) Holmes (2009),, Bergman (2011), ; Söderqvist (2012), 80%, 2.3 训练效果训练任务自身提高,,, (Bergman et al., 2011; Holmes et al., 2009; Jaeggi et al., 2011; Klingberg et al., 2002, 2005; Söderqvist et al., 2012; Thorell et al., 2009; Zhao et al., 2011) Klingberg (2002),, ;

4 2 : 223 Zhao (2011),,, 训练的迁移效应,, Jaeggi (2011), ; Zhao (2011),,, ; Holmes (2009), ; Klingberg (2002, 2005),,, Bergman,,,, (Bergman et al., 2011); Thorell (2009) ( ) 训练效果的保持,, Jaeggi (2011),,, 3 ; Holmes (2009),,, 6, Söderqvist (2012) 1,, 6, 3 研究展望 : 基于中央执行功能的儿童工作记忆可塑性研究, Zhao (Zhao et al., 2011),,, 9~11, 9~11,, 3.1 儿童工作记忆中央执行功能训练 : 是否可以促进儿童认知功能的发展?, ( ) 9~11, 3 N-back -,, 1) 2),

5 (,, )3) 3.2 儿童工作记忆中央执行功能训练 : 短期的改善还是长期的促进发展? 9~11, (Holmes et al., 2009; Jaeggi et al., 2011),, 6 1,,, 6 1, 3.3 儿童工作记忆中央执行功能训练 : 如何影响认知加工过程的发展?, (why),,,,, (middle and inferior frontal gyrus) (Olesen et al., 2003) McNab (2009), D1 (Collette & Vander Linden, 2002),,, (fmri) (PET) (ERPs), Zhao (Zhao et al., 2013),,, ERPs,, 20,, 2-back,, 2-back, N160, P200, P300,,,,,,, ERPs, 9~11, 1) ; 2) ( ) (why) 赵鑫, 周仁来. (2010a). 工作记忆训练 : 一个很有价值的研究方向. 心理科学进展, 18(5), 赵鑫, 周仁来. (2010b). 工作记忆 : 人类高级认知活动的核心. 北京师范大学学报 ( 社会科学版 ), (5), 赵鑫, 周仁来. (2011). 工作记忆中央执行系统不同子功能评估方法. 中国临床心理学杂志, 19(6), 周仁来, 赵鑫. ( ). 智力可以通过训练提高吗. 中国社会科学报, 86, 4. Baddeley, A. D. (1992). Working memory. Science, 255, Baddeley, A. D. (2003). Working memory: Looking back and looking forward. Neuroscience, 4(10), Bergman, N. S., Söderqvist, S., Bryde, S., Thorell, L. B., Humphreys, K., & Klingberg, T. (2011). Gains in fluid intelligence after non-verbal reasoning in 4-year-old children: a controlled, randomized study. Developmental Science, 14(3), Brehmer, Y., Westerberg, H., & Bäckman, L. (2009, May).Working memory training in old age: Behavioral and

6 2 : 225 brain plasticity. Workshop conducted at the meeting of Saarland University, Saarbrücken, GER. Conway, A. R. A., Kane, M. J., & Engle, R. W. (2003). Working memory capacity and its relation to general intelligence. Trends in Cognitive Sciences, 7, Collette, F., & van der Linden, M. (2002). Brain imaging of the central executive component of working memory. Neuroscience and Biobehavioral Reviews, 26, Dahlin, E., Neely, A. S., Larsson, A., Bäckman, L., & Nyberg, L. (2008). Transfer of learning after updating training mediated by the striatum. Science, 320, Engle, R. W. (2010). Role of working-memory capacity in cognitive control. Current Anthropology, 51(1), Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105(19), Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short-and long-term benefits of cognitive training. Proceedings of the National Academy of Sciences of the United States of America, 108(25), Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2013). The role of individual differences in cognitive training and transfer. Memory & Cognition, doi: /s z Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Science, 14(7), Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K., Westerberg, H. (2005). Computerized training of working memory in children with ADHD-a randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24, McNab, F., Varrone, A., Farde, L., Jucaite, A., Bystritsky, P., Forssberg, H., & Klingberg, T. (2009). Changes in cortical dopamine D1 receptor binding associated with cognitive training. Science, 323, Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), Miyake, A., Friedman, N. P., Emerson, M. T., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex frontal lobe tasks: A latent variable analysis. Cognitive Psychology, 41, Olesen, P. J., Westerberg, H., & Klingberg, T. (2003). Increased prefrontal and parietal activity after training of working memory. Nature Neuroscience, 7, Shallice, T., & Burgess, P. (1993). Supervisory control of action and thought selection. In: A. D. Baddeley, & L. Weiskrantz (Eds.), Attention: Selection, Awareness and Control: A Tribute to Donald Broadbent (pp ). Oxford: Clarendon Press. Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), Söderqvist, S., Nutley, S. B., Ottersen, J., Grill, K. M., & Klingberg, T. (2012). Computerized training of non-verbal reasoning and working memory in children with intellectual disability. Frontiers in Human Neuroscience, 6, 271. Thorell, L. B., Lindqvist, S., Nutley, S. B., Bohlin, G., & Klingberg, T. (2009). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), Unsworth, N., Redick, T. S., Heitz, R. P., Broadway, J. M., & Engle, R. W. (2009). Complex working memory span tasks and higher-order cognition: A latent-variable analysis of the relationship between processing and storage. Memory, 17, Westerberg, H., Jacobaeus, H., Hirvikoski, T., Clevberger, P., Östensson, M. L., Bartfai, A., & Klingberg, T. (2007). Computerized working memory training after stroke a pilot study. Brain Injury, 21(1), Zhao, X., Wang, Y. X., Liu, D. W., & Zhou, R. L. (2011). Effect of updating training on fluid intelligence in children. Chinese Science Bulletin, 56(21), Zhao, X., Zhou, R., & Fu, L. (2013). Working memory updating function training influenced brain activity. PLos One, 8(8), e71063.

7 The Plasticity of Executive Function of Children ZHAO Xin 1 ; ZHOU Renlai 2,3 ( 1 School of Psychology, Northwest Normal University, Lanzhou , China) ( 2 Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing , China) ( 3 Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing , China) Abstract: The plasticity of working memory ability in children was demonstrated. The study adopts double-blind controlled experimental design. Researchers trained the working memory ability of normal children and special children by remodeled working memory span, N-back, running memory and GO-NOGO tasks from days, moreover minutes per day. The study found that working memory Training not only improve the children s working memory ability, but also transfer to other higher cognitive functions. It even can improve clinical symptoms of ADHD children. The researchers also found that training effect can be maintained for 3-6 months. The study to investigate Whether Central executive function training can promote children cognitive function, does children cognitive function training promote cognitive development or transitory improved and how to effect the development of children cognitive process by traning will become the new trends in this field..this can provide effective clinical intervention and treatment tool for working memory deficit children. Key words: working memory; executive function; plasticity; children; development 作者简介 :,,, Plos One Chinese Science Bulletin,,

本次培训班旨在 : (1) 让学员充分了解磁共振技术在临床应用研究和认知神经科学 ( 涵盖心理学神经科学信息科学甚至经济学管理学等凡需要人脑参与的各个领域 ) 研究中

本次培训班旨在 : (1) 让学员充分了解磁共振技术在临床应用研究和认知神经科学 ( 涵盖心理学神经科学信息科学甚至经济学管理学等凡需要人脑参与的各个领域 ) 研究中磁共振脑成像技术与应用普及班第一轮通知 2013 年 11 月 30-12 月 1 日浙江杭州主办单位 : 杭州师范大学认知与脑疾病研究中心浙江省认知障碍评估技术研究重点实验室中国神经科学学会神经科学研究技术分会杭州智脑科技有限公