The Effect Of Visual Working Memory Training On The Geometric Performance Of Junior High School Students With Different Cognitive Styles

There is a close relationship between visual working memory and geometric achievement.Previous studies have found that working memory training can improve the working memory span of the subjects,which is generally accepted,but whether working memory span of the subjects,which is generally accepted,but whether working memory training can improve the academic performance of the subjects is still controversial,which may be affected by the individual difference dimension of cognitive style.This paper explores whether the visual working memory training of junior high school students with different cognitive styles(field-independent and field-dependent)will affect the geometric achievements of these two types of students.A total of 200 students of grade two were randomly selected from a middle school in ji'nan city.112 independent and field-dependent students were selected by "embedded figure test"and divided into four groups:field-independent training group,field-independent control group,field-dependent training group and field-dependent control group.Visual working memory training was conducted for four weeks in the two training groups.The training task was visual N-back task,and each training lasted about half an hour,5 times a week.The students in the two control groups did not receive the training of working memory and at the same time to undertake mathematics study.The conclusions are as follows:Both visual N-back task training can improve the visual working memory span and geometry learning performance of field-dependent junior high school students,while for field-independent junior high school students,only the visual working memory span can be improved,and there is no effect on geometry learning performance.