The Effect Of Central Executive Functions Which Is The Components Of Working Memory Training On Working Memory And Intelligence Of Intellectual Disability Children

Children with intellectual disability(ID)are one of the main groups of special educational children.Because of the cognitive dysfunction and impaired adaptive behavior,they need to be supported and intervened in lifetime.So in recent years some researchers tried to adopt WM training to improve the cognitive function and behavior on ID children,and found that working memory training can indeed promote their rehabilitation of cognitive function.However,the training effect was determined by several factors,such as the concurrent disease,the degree of intellectual impairment,the methods of training,the difficulty of the task and the level of motivation.Up to now,the studies of working memory training on ID children is concentrate on verbal working memory and spatial working memory by Cogmed working memory system which is a way of implicit training.However,Cogmed working memory training which just need to process information simply is difficult to determine the specific components of cognitive ability and its mechanism,and it is not pay attention to the central executive function that resource allocation and regulation.However,the central executive function is the highest and most complex component of working memory,which is the core of working memory.In addition,the central executive function can be further divided into three independent functions named switch,updating and inhibition which play an important role in the meantime,according to the study of separation on central executive function.While the research about central executive function training on ID is still under the exploratory stage,it is necessary to develop a wider variety of training tasks.Therefore,this study compared the ability of working memory between children with ID and normal developmental children,and discussed the working memory damage on children with ID.Firstly,the study finds that the working memory of the normal developing children group was significantly higher than the special development group.Secondly,inhibition training group has a significant improvement on the accuracy and conflict effect in flanker task after training 20 session;inhibition training group was significantly higher than the control group in flanker task and switch task as well as the Raven's colored Progressive Matrices.Thirdly,updating training group has a significant improvement on the accuracy in active memory task after training 20 session;updating training group was significantly improved in the updating task and inhibition task and CPM between the pre-test and post-test,but there was no significant difference between the control group and the control group.Fourthly,switch training group has a significant improvement on the accuracy and switch cost in switch task after training 20 session;switch training group was significantly higher than the control group in flanker task and switch task but the Raven's colored Progressive Matrices and updating task.Finally,there was no significant difference in the working memory span task among three groups.Therefore,the following conclusions are drawn based on the above findings: Firstly,children with ID have impaired on working memory capacity compared with normal children.Secondly,the training of inhibiting components in the central executive function is more conducive to near transfer and far transfer in children with ID.Thirdly,based on the analysis of the effect of the near and far transfer of the three training groups in this study,the training effect of the inhibition training group was the best,and the switch training group was second,the last is updating training group.Fourthly,inhibiting the training of the training group can effectively improve the conversion ability,and the switch training group can also promote the improvement of inhibitory control ability.