| 摘要: | 背景及目的：工作記憶是為複雜的任務提供臨時的儲存空間，並同時加工處理此項訊息，以完成推理、理解等認知作業。許多研究結果顯示工作記憶與學業表現有密切關係。使用dual n-back作為提升工作記憶的研究頗多，因為dual n-back 的性質與複雜工作記憶需要快速識別時間跨度有類似的過程。因此本研究擬從腦波儀判讀探究學生在實驗執行dual n-back後，是否能提升工作記憶容量與其學業表現，並分析中學生人格特質與學業表現是否有關聯性。 材料及方法：本研究實驗地點在中部某公立高中，收案對象為高三學生。採隨機分派成兩組平行前後對照實驗設計，實驗組13人，對照組15人，平均年齡18.5歲。 實驗的前後測是在「dual 2-back」遊戲時，透過EEG蒐集兩組學生睜眼2分鐘的腦波數據。實驗組在前測之後，進行「dual n-back」工作記憶訓練，每次約30分鐘，連續兩週共十次訓練，對照組則不參與訓練。再取兩組學生實驗前後的國文科與數學科月考成績平均分數，判斷前後表現差異。資料譯碼後輸入電腦以 SPSS 18.0 軟體為分析工具，資料分析方式是以成對樣本t檢定檢測兩組在前測與後測間的差異，並以獨立樣本t檢定及相關係數分析來比較兩組間的實驗結果。 結果:實驗組人格特質的創新變異平均分數高過對照組，但兩組在統計上沒有顯著差異。在經過dual n-back的訓練後，實驗組在2-back後測得分上有顯著差異，且數學科後測分數上進步的幅度勝過對照組，但兩組在國文科與數學科的遷移效應都不明顯。又透過EEG量測兩組腦波活動，從腦波頻譜功率圖與兩組統計p值腦部分布圖看，實驗組學生的額葉、頂葉、中央區、顳葉及枕葉有明顯的差異現象。 結論：透過兩週十次dual n-back 的訓練，後測時兩組學生特定的大腦皮質區活性明顯不同。本研究沒有觀察到訓練後的遷移效應，後續研究可針對訓練次數、訓練時數和測驗方式來探討工作記憶訓練的效應。
Background and Aim: Working memory provides temporary storage space for complex tasks and meanwhile processes this information to complete cognitive tasks such as reasoning and understanding. Many researches showed that working memory is closely related to academic performance. Many researches use dual n-back to improve working memory. Because the concept and nature of dual n-back process is similar to that of complex working memory which requires to quickly recognize the time span.This study intends to explore the students' ability from brainwaves. After students performing dual n-back in the experiment, I analyzed whether the improvement of working memory capacity and the personality traits of middle school students are related to academic performance. Materials and Methods: The experiment is on a public high school in the central area of Taiwan, and the subjects are senior high school students. The subjects were randomly divided into two groups, 13 people in the experimental group, 15 people in the control group, with a mean age of 18.5 years. During pre-test and post-test, the brainwave data of two groups with their eyes open for 2 minutes were collected by EEG. After the pre-test, the experimental group received “dual n-back” working memory training for about 30 minutes each time for a total of ten training sessions for two consecutive weeks. The control group did not participate in the training. Then I collected the average scores of Chinese and Mathematics monthly test of the two groups to judge their performance. Subsequently the data was decoded and analyzed by SPSS 18.0 software. The statistic methods are paired sample t-test, independent sample t-test and correlation analysis. Results: From the personality traits perspective，the average score of variation of innovation in the experimental group was higher than that in the control group, but there was no statistically significant difference. After the dual n-back training, the experimental group has significant differences in the scores of the 2-back post-test, and the improvement in the post-test scores of mathematics is higher than that of the control group, but the transfer effect in the Chinese and Mathematics subjects is not obvious. From the brainwave spectrum power map and the two sets of statistical p-value in brain, the phenomenon were obvious in the frontal lobe, parietal lobe, central area, temporal lobe and occipital lobe of the experimental group . Conclusion: Through ten dual n-back training in two weeks, the activity of specific cerebral cortex of the two groups of students was significantly different during the post-test. This study did not observe the transfer effect after training. Follow-up studies can explore the effect of working memory training in terms of training times, training hours and test methods. |
