工作记忆训练及对数学能力的迁移作用

工作记忆缺陷会影响个体数学能力发展。通过记忆策略、广度、刷新、转换等功能的工作记忆训练，可以改善个体认知功能。然而，工作记忆训练对个体的阅读、数学、流体智力等方面的远迁移效果并不一致。研究表明，工作记忆训练可以改善数感、视觉空间能力、推理能力等数学一般技能；也会通过改善语音工作记忆以及空间能力促进数学计算能力，或者通过改善中央执行系统，提升数学问题表征、模式识别、解题迁移、策略选择等复杂的过程，从而促进数学问题解决能力。因此，区分不同数学任务的认知过程，可以获得工作记忆训练对数学能力迁移效果的进一步证据。今后，神经影像学的证据或许也是未来工作记忆训练对数学能力提高的又一佐证。

Working memory training and the transfer effect on the math skills

The core function of working memory is to store and process different information at the same time. It plays an important role in many complex cognitive activities, and also has an important impact on individual learning, reasoning, intellectual activities and problem solving. Working memory will be improved after being trained by different methods, such as training the individual's memory strategy, attentional controlled ability (including updating, switching and inhibition), and memory span training. Training on working memory tasks has been shown to improve performance on the same and related tasks and, in some cases, generalizes to other cognitive domains.Math skills rely on the basic knowledge of mathematical, as well as the development of general cognitive abilities. If working memory training can promote general cognitive ability, theoretically it can also transfer to improve mathematical ability. The research found that effect of working memory training can be transferred to math skills such as number sense, phonological space ability, and reasoning ability. Working memory training can also promote mathematical computing ability by improving phonological working memory and spatial ability; and it can promote complex mathematics processes such as problem representation, pattern recognition, problem solving, and strategies, by improving central executive system of working memory. However, the far transfer effects of working memory training on the individual's mathematical, fluid intelligence and other aspects are not consistent. Evidence showed that the immediate effect of far transfer is obvious, but the far transfer effect will be gradually weaken after three or six month. Therefore, further evidence of the effect of working memory training on the transfer of mathematical ability would be more clear if the cognitive processes of different mathematical tasks were distinguished. Different types of students with math learning difficulty have different features of cognitive functions, which would help to find the definite training effect of each training task. These findings suggest that the extent to which different math skills share neurocognitive systems and/or processes may predict the extent to which the effects of working memory training on one will transfer to the other. The evidence of neuroimaging may be another support of the improvement of mathematics ability by working memory training in the future.