Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development

Can we enhance working memory? Bias and effectiveness in cognitive training studies

Meta-analyses have found that working memory (WM) can be improved with cognitive training; however, some authors have suggested that these improvements are mostly driven by biases in the measurement of WM, especially the use of similar tasks for assessment and training. In the present meta-analysis, we investigated whether WM, fluid intelligence, executive functions, and short-term memory can be improved by cognitive training and evaluated the impact of possible sources of bias. We performed a risk of bias assessment of the included studies and took special care in controlling for practice effects. Data from 52 independent comparisons were analyzed, including cognitive training aimed at different cognitive functions. Our results show small improvements in WM after training (SMD = 0.18). Much larger effects were observed when the analysis was restricted to assessment tasks similar to those used for training (SMD = 1.15). Fluid intelligence was not found to improve as a result of training, and improvements in WM were not related to changes in fluid intelligence. Our analyses did however indicate that cognitive training can improve specific executive functions. Contrary to expectations, a set of meta-regressions indicated that characteristics of the training programme, such as dosage and type of training, do not have an impact on the effectiveness of training. The risk of bias assessment revealed some concerns in the randomization process and possible selective reporting among studies. Overall, our results identified various potential sources of bias, with the most significant being the choice of assessment tasks.

The Educational Function of English Children’s Movies From the Perspective of Multiculturalism Under Deep Learning and Artificial Intelligence

In children’s learning subjects, English courses has its relative particularity compared with Chinese courses and the mathematics. Children’s English teaching is often inefficient because of the lack of students’ timely consolidation after class. Given this, the present work starts with the analysis of the current situation of children’s learning, and introduces the film-assisted English teaching. In the specific teaching links, English teaching is carried out in a three-dimensional teaching mode. Before that, topics of the films are selected for the English teaching, and the films are edited and processed. Initially, the present work expounds the English children’s films and their educational functions. Then, children can obtain teaching effect from the films. An English questionnaire is designed to analyze the application effect of English films in children’s English teaching. The results show that the film teaching mode improves children’s learning interest and motivation, and English film teaching can stimulate students’ learning interest. Students are also more active to participate in teaching activities, thus improving their language skills. Under the teaching in the scenes of films, students can perceive the functions of language in certain contexts. Comprehensible language input promotes students’ English listening ability and oral expression ability. The films can intuitively show the humanistic style, historical geography, cultures, and customs of English countries, and then cultivate students’ western cultural literacy. Practice has proved that the method proposed here can achieve good teaching effect, and it provides certain references for children’s English education.

Effects of Bimodal and Bilateral Cochlear Implant Use on a Nonauditory Working Memory Task: Reading Span Tests Over 2 Years Following Cochlear Implantation

Purpose A growing body of evidence indicates that treatment of hearing loss by provision of hearing aids leads to improvements in auditory and visual working memory. The purpose of this study was to assess whether similar working memory benefits are observed following provision of cochlear implants (CIs). Method Fifteen adults with postlingually acquired severe bilateral sensorineural hearing loss completed the prospective longitudinal study. Participants were candidates for bilateral cochlear implantation with some aidable hearing in each ear. Implantation surgeries were carried out sequentially, approximately 1 year apart. Working memory was measured with the visual Reading Span Test (Daneman & Carpenter, 1980) at 5 time points: pre-operatively following a 6-month bilateral hearing aid trial, after 6 and 12 months of bimodal (CI plus contralateral hearing aid) listening experience following the 1st CI surgery and activation, and again after 6 and 12 months of bilateral CI listening experience following the 2nd CI surgery and activation. Results Compared to the preoperative baseline, CI listening experience yielded significant improvements in participants' ability to recall test words in the correct serial order after 12 months in the bimodal condition. Individual performance outcomes were variable, but almost all participants showed increases in task performance over the course of the study. Conclusions These results suggest that, similar to appropriate interventions with hearing aids, treatment of hearing loss with CIs can yield working memory benefits. A likely mechanism is the freeing of cognitive resources previously devoted to effortful listening.