|
|
执行功能训练与执行功能可塑性
|
Abstract:
研究发现，执行功能具有可塑性，可以通过认知训练的方式得到提高。本文对近年来关于执行功能认知训练的研究成果进行梳理，总结了：1) 执行功能训练的内容，包括训练对象、训练任务、训练时间；2) 执行功能训练的效果，包括训练效应、近迁移效应、远迁移效应以及长期效应；3) 执行功能训练的影响因素；4) 执行功能训练的机制，即执行功能可塑性的机制。最后，对未来的研究方向进行了展望。
Studies suggest that executive function can be improved by cognitive training. The present paper sorts out the existing research of executive function training, and summarizes: 1) the content of executive function training including training objects, training tasks, and training time; 2) the effect of executive function training, including training effect, near transfer effect, far transfer effect, and long-term effect; 3) factors Influencing Executive Function Training; 4) the mechanism of executive function training, that is, the mechanism of executive function plasticity. Finally, based on the existing research, the future research direction is prospected.
| [1] | 彭君, 莫雷, 黄平, 周莹, 王靖, 昂晨(2014). 工作记忆训练提升幼儿流体智力表现. 心理学报, 46(10), 1498-1508. |
| [2] | 王翠萍(2019). 执行功能训练对儿童早期认知发展和学业成绩的影响. 博士学位论文, 杭州: 浙江大学. |
| [3] | 王祥鹏(2018). 基于训练的执行功能可塑性及其迁移效应. 博士学位论文, 重庆: 西南大学. |
| [4] | 王梓宇, 孔子叶, 朱荣娟, 游旭群(2019). 任务转换训练和执行功能可塑性. 心理科学进展, 27(10), 1667-1676. |
| [5] | 赵鑫, 陈玲, 张鹏(2015). 反应抑制的训练: 内容, 效果与机制. 心理科学进展, 23(1), 51-60. |
| [6] | Blacker, K. J., Negoita, S., Ewen, J. B., & Courtney, S. M. (2017). N-Back versus Complex Span Working Memory Training. Journal of Cognitive Enhancement, 1, 434-454. https://doi.org/10.1007/s41465-017-0044-1 |
| [7] | Brehmer, Y., Rieckmann, A., Bellander, M., Westerberg, H., Fischer, H., & B？ckman, L. (2011). Neural Correlates of Training-Related Working-Memory Gains in Old Age. Neuroimage, 58, 1110-1120. https://doi.org/10.1016/j.neuroimage.2011.06.079 |
| [8] | Brehmer, Y., Westerberg, H., & B？ckman, L. (2012). Working-Memory Training in Younger and Older Adults: Training Gains, Transfer, and Maintenance. Frontiers in Human Neuroscience, 6, 63. https://www.frontiersin.org/articles/10.3389/fnhum.2012.00063 |
| [9] | https://doi.org/10.3389/fnhum.2012.00063 |
| [10] | Buschkuehl, M., Hernandez-Garcia, L., Jaeggi, S. M., Bernard, J. A., & Jonides, J. (2014). Neural Effects of Short-Term Training on Working Memory. Cognitive, Affective, & Behavioral Neuroscience, 14, 147-160. https://doi.org/10.3758/s13415-013-0244-9 |
| [11] | Caeyenberghs, K., Metzler-Baddeley, C., Foley, S., & Jones, D. K. (2016). Dynamics of the Human Structural Connectome Underlying Working Memory Training. Journal of Neuroscience, 36, 4056-4066. https://doi.org/10.1523/JNEUROSCI.1973-15.2016 |
| [12] | Capodieci, A., Gola, M. L., Cornoldi, C., & Re, A. M. (2018). Effects of a Working Memory Training Program in Preschoolers with Symptoms of Attention-Deficit/Hyperactivity Disorder. Journal of Clinical and Experimental Neuropsychology, 40, 17-29. https://doi.org/10.1080/13803395.2017.1307946 |
| [13] | Castellanos, F. X., & Tannock, R. (2002). Neuroscience of Attention-Deficit/Hyperactivity Disorder: The Search for Endophenotypes. Nature Reviews Neuroscience, 3, Art. No. 8. https://doi.org/10.1038/nrn896 |
| [14] | Chacko, A., Feirsen, N., Bedard, A.-C., Marks, D., Uderman, J. Z., & Chimiklis, A. (2013). Cogmed Working Memory Training for Youth with ADHD: A Closer Examination of Efficacy Utilizing Evidence-Based Criteria. Journal of Clinical Child & Adolescent Psychology, 42, 769-783. https://doi.org/10.1080/15374416.2013.787622 |
| [15] | Chavan, C. F., Mouthon, M., Draganski, B., Van Der Zwaag, W., & Spierer, L. (2015). Differential Patterns of Functional and Structural Plasticity within and between Inferior Frontal Gyri Support Training-Induced Improvements in Inhibitory Control Proficiency. Human Brain Mapping, 36, 2527-2543. https://doi.org/10.1002/hbm.22789 |
| [16] | Chen, X., Ye, M., Chang, L., Chen, W., & Zhou, R. (2018). Effect of Working Memory Updating Training on Retrieving Symptoms of Children with Learning Disabilities. Journal of Learning Disabilities, 51, 507-519. https://doi.org/10.1177/0022219417712015 |
| [17] | Collins, A., & Koechlin, E. (2012). Reasoning, Learning, and Creativity: Frontal Lobe Function and Human Decision-Making. PLoS Biology, 10, e1001293. https://doi.org/10.1371/journal.pbio.1001293 |
| [18] | Colom, R., Martínez, K., Burgaleta, M., Román, F. J., García-García, D., Gunter, J. L., Hua, X., Jaeggi, S. M., & Thompson, P. M. (2016). Gray Matter Volumetric Changes with a Challenging Adaptive Cognitive Training Program Based on the Dual n-Back Task. Personality and Individual Differences, 98, 127-132. https://doi.org/10.1016/j.paid.2016.03.087 |
| [19] | Dahlin, E., Nyberg, L., B？ckman, L., & Neely, A. S. (2008). Plasticity of Executive Functioning in Young and Older Adults: Immediate Training Gains, Transfer, and Long-Term Maintenance. Psychology and Aging, 23, 720-730. https://doi.org/10.1037/a0014296 |
| [20] | Delalande, L., Moyon, M., Tissier, C., Dorriere, V., Guillois, B., Mevell, K., Charron, S., Salvia, E., Poirel, N., & Vidal, J. (2020). Complex and Subtle Structural Changes in Prefrontal Cortex Induced by Inhibitory Control Training from Childhood to Adolescence. Developmental Science, 23, e12898. https://doi.org/10.1111/desc.12898 |
| [21] | Diamond, A. (2010). The Evidence Base for Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content. Early Education and Development, 21, 780-793. https://doi.org/10.1080/10409289.2010.514522 |
| [22] | Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750 |
| [23] | Diamond, A., & Ling, D. (2020). Review of the Evidence on, and Fundamental Questions about, Efforts to Improve Executive Functions, Including Working Memory. In J. M. Novick (Ed.), Cognitive and Working Memory Training: Perspectives from Psychology, Neuroscience, and Human Development (pp. 143-431). Oxford University Press. https://doi.org/10.1093/oso/9780199974467.003.0008 |
| [24] | Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive Function in Preschoolers: A Review Using an Integrative Framework. Psychological Bulletin, 134, 31. https://doi.org/10.1037/0033-2909.134.1.31 |
| [25] | Hardy, J. L., Nelson, R. A., Thomason, M. E., Sternberg, D. A., Katovich, K., Farzin, F., & Scanlon, M. (2015). Enhancing Cognitive Abilities with Comprehensive Training: A Large, Online, Randomized, Active-Controlled Trial. PLOS ONE, 10, e0134467. https://doi.org/10.1371/journal.pone.0134467 |
| [26] | Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive Training Leads to Sustained Enhancement of Poor Working Memory in Children. Developmental Science, 12, F9-F15. https://doi.org/10.1111/j.1467-7687.2009.00848.x |
| [27] | Karbach, J., & Kray, J. (2009). How Useful Is Executive Control Training? Age Differences in Near and Far Transfer of task-Switching Training. Developmental Science, 12, 978-990. https://doi.org/10.1111/j.1467-7687.2009.00846.x |
| [28] | Kassai, R., Futo, J., Demetrovics, Z., & Takacs, Z. K. (2019). A Meta-Analysis of the Experimental Evidence on the Near- and Far-Transfer Effects among Children’s Executive Function Skills. Psychological Bulletin, 145, 165. https://doi.org/10.1037/bul0000180 |
| [29] | Melby-Lerv？g, M., Redick, T. S., & Hulme, C. (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” Evidence from a Meta-Analytic Review. Perspectives on Psychological Science, 11, 512-534. https://doi.org/10.1177/1745691616635612 |
| [30] | Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100. https://doi.org/10.1006/cogp.1999.0734 |
| [31] | Nguyen, L., Murphy, K., & Andrews, G. (2019a). Immediate and Long-Term Efficacy of Executive Functions Cognitive Training in Older Adults: A Systematic Review and Meta-Analysis. Psychological Bulletin, 145, 698. https://doi.org/10.1037/bul0000196 |
| [32] | Nguyen, L., Murphy, K., & Andrews, G. (2019b). Cognitive and Neural Plasticity in Old Age: A Systematic Review of Evidence from Executive Functions Cognitive Training. Ageing Research Reviews, 53, Article ID: 100912. https://doi.org/10.1016/j.arr.2019.100912 |
| [33] | Pasqualotto, A., Mazzoni, N., Bentenuto, A., Mulè, A., Benso, F., & Venuti, P. (2021). Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review. Brain Sciences, 11, Art. 10. https://doi.org/10.3390/brainsci11101280 |
| [34] | Pozuelos, J. P., Combita, L. M., Abundis, A., Paz-Alonso, P. M., Conejero, á., Guerra, S., & Rueda, M. R. (2019). Metacognitive Scaffolding Boosts Cognitive and Neural Benefits Following Executive Attention Training in Children. Developmental Science, 22, e12756. https://doi.org/10.1111/desc.12756 |
| [35] | Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do Programs Designed to Train Working Memory, Other Executive Functions, and Attention Benefit Children with ADHD? A Meta-Analytic Review of Cognitive, Academic, and Behavioral Outcomes. Clinical Psychology Review, 33, 1237-1252. https://doi.org/10.1016/j.cpr.2013.08.005 |
| [36] | Sala, G., & Gobet, F. (2019). Cognitive Training Does Not Enhance General Cognition. Trends in Cognitive Sciences, 23, 9-20. https://doi.org/10.1016/j.tics.2018.10.004 |
| [37] | Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators. Educational Psychologist, 50, 138-166. https://doi.org/10.1080/00461520.2015.1036274 |
| [38] | Scionti, N., Cavallero, M., Zogmaister, C., & Marzocchi, G. M. (2020). Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis. Frontiers in Psychology, 10, 2812. https://doi.org/10.3389/fpsyg.2019.02812 |
| [39] | Soveri, A., Antfolk, J., Karlsson, L., Salo, B., & Laine, M. (2017). Working Memory Training Revisited: A Multi-Level Meta-Analysis of n-Back Training Studies. Psychonomic Bulletin & Review, 24, 1077-1096. https://doi.org/10.3758/s13423-016-1217-0 |
| [40] | Thompson, T. W., Waskom, M. L., & Gabrieli, J. D. (2016). Intensive Working Memory Training Produces Functional Changes in Large-Scale Frontoparietal Networks. Journal of Cognitive Neuroscience, 28, 575-588. https://doi.org/10.1162/jocn_a_00916 |
| [41] | Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009). Training and Transfer Effects of Executive Functions in Preschool Children. Developmental Science, 12, 106-113. https://doi.org/10.1111/j.1467-7687.2008.00745.x |
| [42] | Zelazo, P. D., & Carlson, S. M. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Development Perspectives, 6, 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x |
| [43] | Zhao, X., Chen, L., & Maes, J. H. R. (2018). Training and Transfer Effects of Response Inhibition Training in Children and Adults. Developmental Science, 21, e12511. https://doi.org/10.1111/desc.12511 |
