Earticle

초록

영어

In this research, a cohort of two children, aged 7-8 years, was selected to participate in a specialized three-week training program aimed at enhancing their working memory. The program consisted of three sessions, each lasting approximately 30 minutes. The primary goal was to investigate the impact and developmental trajectory of working memory in school-aged children. Working memory plays a significant role in young children’s learning and daily activities. To address the needs of this demographic, products should offer both educational and enjoyable activities that engage working memory. Digital educational tools, known for their flexibility, are suitable for both older individuals and young children. By updating software or modifying content, these tools can be effectively repurposed for young learners without extensive hardware changes, making them both cost-effective and practical. For example, memory training games initially designed for older adults can be adapted for young children by altering images, music, or storylines. Furthermore, incorporating elements familiar to children, like animals, toys, or fairy tales, can increase their engagement in these activities. Historically, working memory capabilities have been assessed predominantly through traditional intelligence tests. However, recent research questions the adequacy of these behavioral measures in accurately detecting changes in working memory. To bridge this gap, the current study utilized electroencephalography (EEG) as a more sophisticated and precise tool for monitoring potential changes in working memory after the training. The research findings were revealing. Participants showed marked improvement in their performance on n-back tasks, a standard measure for evaluating working memory. This improvement post-training strongly supports the effectiveness of the training program. The results indicate that such targeted and structured training programs can significantly enhance the working memory abilities of children in this age group, providing promising implications for educational strategies and cognitive development interventions.

목차

Abstract
1. Introduction
2. Literature Review
2.1 Gerontological Educational Tools
2.2 Working Memory
2.3 N-back
2.4 Working Memory and Physiological Signal Changes in EEG Studies
3. Methods
4. Results
4.1 Experiment Results
5. Conclusion
References

키워드

저자

• Chih-Chin Liang [ Professor, Department of Business administration, National Formosa University ] First Author
• Si-Jie Fu [ Graduate Sudent, Department of Business administration, National Formosa University ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  JITAM [Journal of Information Technology Applications and Management]

• 간기

  격월간

• pISSN

  1598-6284

• eISSN

  2508-1209

• 수록기간

  1999~2026

• 십진분류

  KDC 005 DDC 005