著者

坪見 博之 齊藤 智 苧阪 満里子 苧阪 直行

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

pp.90.18402, (Released:2019-06-20)

参考文献数

139

被引用文献数

4

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Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges’ adjusted g < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.

著者

坪見 博之 齊藤 智 苧阪 満里子 苧阪 直行

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.90, no.3, pp.308-326, 2019 (Released:2019-08-25)

参考文献数

139

被引用文献数

1 4

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Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges’ adjusted g < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.

著者

企画代表者(Representative Organizer):坪見 博之企画者(Organizer):齊藤 智話題提供者(Speaker):齊藤 智 倪 楠 柳岡 開地指定討論者(Discussant):森口 佑介 岡 耕平司会者(Chair):坪見 博之

雑誌

日本心理学会第87回大会

巻号頁・発行日

2023-08-03

著者

坪見 博之 渡邊 克巳

出版者

日本認知心理学会

雑誌

日本認知心理学会発表論文集 日本認知心理学会第9回大会

巻号頁・発行日

pp.23, 2011 (Released:2011-10-02)

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日常生活において高次認知活動を遂行するためには、目標行動に必要な情報をアクティブに短時間記憶することが必要である。この記憶機能はワーキングメモリと言われるが、保持できる容量は物体3個程度であり、保持機能に厳しい制約がある。外界には目標行動に不必要な情報も存在するので、効率的な行動達成のためには、妨害情報を排除しながら現在必要な情報のみを保持するようコントロールすることが必要となる。本研究では、これらのワーキングメモリ機能の発達過程を横断的に検討した。その結果、保持に関するワーキングメモリ容量は10才で、コントロール機能は12才で、成人と同様にまで発達することが明らかになった。また、単純な保持ではなく、コントロール機能が高い児童ほど学業成績も高いという正の相関を持つことも示された。

著者

坪見 博之 齊藤 智 苧阪 満里子 苧阪 直行

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.90, no.3, pp.308-326, 2019

被引用文献数

4

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<p>Working memory (WM) is a capacity-limited cognitive system that strongly relates to higher-order cognitive abilities including fluid intelligence. It has been suggested that WM training can increase memory capacity, which in turn, improves general intellectual abilities. To evaluate these claims, the present review critically re-assessed nine meta-analysis studies, and revealed that the effect of WM training on fluid intelligence (Gf), executive function, and academic performance is relatively small (averaged Hedges' adjusted <i>g</i> < .20). Moreover, there were several methodological issues regarding the study design (placebo effect, small sample size), analytical approach (inadequate group comparison, lack of correction for multiple comparisons), and theoretical framework (lack of theoretical account of the training mechanisms) in previous WM training studies. We propose a set of recommendations for future training studies that go beyond training the WM ability per se. This includes theoretically possible methods to enhance intellectual abilities by, for example, learning strategies to effectively encode and recall information into long-term memory.</p>

著者

坪見 博之 苧阪 直行

出版者

日本基礎心理学会

雑誌

基礎心理学研究

巻号頁・発行日

vol.21, no.2, 2003

著者

坪見 博之 苧阪 直行

出版者

公益社団法人 日本心理学会

雑誌

心理学研究 (ISSN:00215236)

巻号頁・発行日

vol.83, no.5, pp.450-460, 2012

被引用文献数

1

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The relative order of a letter sequence is difficult to recognize when it is presented repeatedly than when it is presented only once in a rapid serial visual presentation (Holcombe, Kanwisher, & Triesman, 2001). In the present study, we investigated a critical factor that causes this order deficit. Experiment 1 demonstrated that repeating a letter sequence in a short time period induced the order deficit. The robust order deficit did not recover even when the letter sequence included a salient item that attracted exogenous attention. Experiment 2 showed that attending to a briefly presented letter triggered the order deficit for a letter sequence presented within 500 ms after the preceding letter. These results suggest that the order deficit is caused by the temporal limits of visual attention that prevent order information from being consolidated into visual working memory.

著者

渡邊 克巳 池田 華子 坪見 博之

出版者

日本小児精神神経学会

雑誌

小児の精神と神経 (ISSN:05599040)

巻号頁・発行日

vol.50, no.1, pp.25-33, 2010-03-30