邝怡, 施俊琦, 蔡雅琦, 王垒. (2005). 大学生认知需求量表的修订. 中国心理卫生杂志, 19(1), 57-60, doi:10.3321/j.issn:1000-6729.2005.01.017 王神洋, 王丽萍, 陈宏. (2014). 基于工作记忆任务的认知训练游戏设计与应用. 中国教育信息化, (16), 81-84 朱祖德, 段懿行, 王穗苹. (2017). 个体差异对工作记忆训练迁移效果的调节. 心理学报, 49(8), 1022-1030 Alloway, T. P., & Gathercole, S. E. (2006). Working memory and neurodevelopmental disorders. New York:Psychology Press. Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675-693. Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory:A meta-analysis. Psychonomic Bulletin & Review, 22(2), 366-377. Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637, doi:10.1037/0033-2909.128.4.612. Boot, W. R., Simons, D. J., Stothart, C., & Stutts, C. (2013). The pervasive problem with placebos in psychology:Why active control groups are not sufficient to rule out placebo effects. Perspectives on Psychological Science, 8(4), 445-454, doi:10.1177/1745691613491271. Burgers, C., Eden, A., van Engelenburg, M. D., & Buningh, S. (2015). How feedback boosts motivation and play in a brain-training game. Computers in Human Behavior, 48, 94-103, doi:10.1016/j.chb.2015.01.038. 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(1), 147-160. Buschkuehl, M., & Jaeggi, S. M. (2010). Improving intelligence:A literature review. Swiss Medical Weekly, 140(19-20), 266-272. Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48(3), 306-307, doi:10.1207/s15327752jpa4803_13. Chein, J. M., & Morrison, A. B. (2010). Expanding the mind's workspace:Training and transfer effects with a complex working memory span task. Psychonomic Bulletin & Review, 17(2), 193-199. Chen, X. Y., Ye, M. L., Chang, L., Chen, W. G., & Zhou, R. L. (2017). Effect of working memory updating training on retrieving symptoms of children with learning disabilities. Journal of Learning Disabilities, 51(5), 507-519. Dunning, D. L., & Holmes, J. (2014). Does working memory training promote the use of strategies on untrained working memory tasks? Memory & Cognition, 42(6), 854-862. Dweck, C. S. (2000). Self-theories:Their role in motivation, personality, and development. Essays in social psychology. Philadelphia, PA:Psychology Press. Engle, R. W. (2002). Working memory capacity as executive attention. Current Directions in Psychological Science, 11(1), 19-23, doi:10.1111/1467-8721.00160. Foroughi, C. K., Monfort, S. S., Paczynski, M., McKnight, P. E., & Greenwood, P. M. (2016). Placebo effects in cognitive training. Proceedings of the National Academy of Sciences of the United States of America, 113(27), 7470-7474, doi:10.1073/pnas.1601243113. Geers, A. L., Weiland, P. E., Kosbab, K., Landry, S. J., & Helfer, S. G. (2005). Goal activation, expectations, and the placebo effect. Journal of Personality & Social Psychology, 89(2), 143-159. Gibson, B. S., Gondoli, D. M., Johnson, A. C., & Robison, M. K. (2014). Recall initiation strategies must be controlled in training studies that use immediate free recall tasks to measure the components of working memory capacity across time. Child Neuropsychology, 20(5), 539-556, doi:10.1080/09297049.2013.826185. 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(9), e134467. 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), 6829-6833, doi:10.1073/pnas.0801268105. 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), 10081-10086, doi:10.1073/pnas.1103228108. Jaeggi, S. M., Buschkuehl, M., Shah, P., & Jonides, J. (2014). The role of individual differences in cognitive training and transfer. Memory & Cognition, 42(3), 464-480. Jaeggi, S. M., Studer-Luethi, B., Buschkuehl, M., Su, Y. F., Jonides, J., & Perrig, W. J. (2010). The relationship between n-back performance and matrix reasoning-implications for training and transfer. Intelligence, 38(6), 625-635, doi:10.1016/j.intell.2010.09.001. Karbach, J., & Verhaeghen, P. (2014). Making working memory work:A meta-analysis of executive control and working memory training in younger and older adults. Psychological Science, 25(11), 2027-2037, doi:10.1177/0956797614548725. Karr, J. E., Areshenkoff, C. N., Rast, P., & Garcia-Barrera, M. A. (2014). An empirical comparison of the therapeutic benefits of physical exercise and cognitive training on the executive functions of older adults:A meta-analysis of controlled trials. Neuropsychology, 28(6), 829-845, doi:10.1037/neu0000101. Kelly, M. E., Loughrey, D., Lawlor, B. A., Robertson, I. H., Walsh, C., & Brennan, S. (2014). The impact of cognitive training and mental stimulation on cognitive and everyday functioning of healthy older adults:A systematic review and meta-analysis. Ageing Research Reviews, 15, 28-43, doi:10.1016/j.arr.2014.02.004. Kirsch, I. (1999). How expectancies shape experience. Washington, DC:American Psychological Association. Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49(2), 270-291, doi:10.1037/a0028228. Melby-Lervåg, 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(4), 512-534, doi:10.1177/1745691616635612. Open Science Collaboration. (2015). Estimating the reproducibility of psyc-hological science. Science, 349(6251), aac4716, doi:10.1126/science.aac4716. Passolunghi, M. C. (2006). Working memory and arithmetic learning disability. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory and neurodevelopmental disorders (pp. 113-138). Hove, UK:Psychology Press. Raven, J., Raven, J. C., & Court, J. H. (1998). Raven manual section 4:Advanced progressive matrices. Oxford:Oxford Psychologists Press. Redick, T. S. (2015). Working memory training and interpreting interactions in intelligence interventions. Intelligence, 50, 14-20, doi:10.1016/j.intell.2015.01.014. Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does working memory training transfer? A meta-analysis including training conditions as moderators. Educational Psychologist, 50(2), 138-166, doi:10.1080/00461520.2015.1036274. Shipstead, Z., Redick, T. S., & Engle, R. W. (2010). Does working memory training generalize? Psychologica Belgica, 50(3-4), 245-276, doi:10.5334/pb-50-3-4-245. Shipstead, Z., Redick, T. S., & Engle, R. W. (2012). Is working memory training effective? Psychological Bulletin, 138(4), 628-654, doi:10.1037/a0027473. Spencer-Smith, M., & Klingberg, T. (2015). Benefits of a working memory training program for inattention in daily life:A systematic review and meta-analysis. PLoS One, 10(3), e119522. Studer, B. E., Jaeggi, S. M., Buschkuehl, M., Su, Y. F., Jonides, J., & Perrig, W. J. (2009). Improving fluid intelligence-single n-back is as effective as dual n-back. Paper presented at the 50th Annual Meeting of the Psychonomic Society, Boston, MA. Taatgen, N. A. (2013). The nature and transfer of cognitive skills. Psychological Review, 120(3), 439-471, doi:10.1037/a0033138. Wang, Z. W., Zhou, R. L., & Shah, P. (2014). Spaced cognitive training promotes training transfer. Frontiers in Human Neuroscience, 8, 217. Weicker, J., Villringer, A., & Thöne-Otto, A. (2016). Can impaired working memory functioning be improved by training? A meta-analysis with a special focus on brain injured patients. Neuropsychology, 30(2), 190-212, doi:10.1037/neu0000227. Weidinger, A. F., Spinath, B., & Steinmayr, R. (2016). Why does intrinsic motivation decline following negative feedback? The mediating role of ability self-concept and its moderation by goal orientations. Learning & Individual Differences, 47, 117-128. Xin, Z., Lai, Z. R., Li, F., & Maes, J. H. R. (2014). Near-and far-transfer effects of working memory updating training in elderly adults. Applied Cognitive Psychology, 28(3), 403-408, doi:10.1002/acp.v28.3. Xiu, L. C., Zhou, R. L., & Jiang, Y. H. (2016). Working memory training improves emotion regulation ability:Evidence from HRV. Physiology & Behavior, 155, 25-29. 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), 2202-2205, doi:10.1007/s11434-011-4553-5. Zhao, X., Zhou, R. L., & Fu, L. (2013). Working memory updating function training influenced brain activity. PLoS One, 8(8), e71063, doi:10.1371/journal.pone.0071063. Zinke, K., Zeintl, M., Rose, N. S., Putzmann, J., Pydde, A., & Kliegel, M. (2014). Working memory training and transfer in older adults:Effects of age, baseline performance, and training gains. Developmental Psychology, 50(1), 304-315, doi:10.1037/a0032982.
|