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Virtual Reality Assessment of Classroom – Related Attention: An Ecologically Relevant Approach to Evaluating the Effectiveness of Working Memory Training

机译:课堂的虚拟现实评估–相关注意:一种评估工作记忆训练有效性的生态相关方法

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摘要

Computerized cognitive interventions to improve working memory also purport to improve ADHD-related inattention and off task behavior. Such interventions have been shown to improve working memory, executive functioning, and fluid reasoning on standardized neuropsychological measures. However, debate continues as to whether such programs lead to improvement on ecologically relevant outcomes, such as classroom behavior. This study sought to propose a novel, ecologically relevant approach to evaluate the effectiveness of working memory training on real-world attention performance. Participants included 15 children, aged 6–15, identified as having attention problems were assessed via the virtual classroom continuous performance task (VCCPT) before and after completing 5 weeks of Cogmed working memory training. The VCCPT is a validated measure of sustained and selective attention set within a virtual reality (VR) environment. Several key areas of attention performance were observed to improve, including omission errors, reaction time, reaction time variability, and hit variability. Results suggest that working memory training led to substantial improvements in sustained attention in a real-life scenario of classroom learning. Moreover, the use of psychometrically validated VR measurement provides incremental validity beyond that of teacher or parent report of behavior. Observing such improvements on ecologically relevant measures of attention adds to the discussion around how to evaluate the effectiveness of working memory training as it pertains to real-life improvements and serves to inform consumer awareness of such products and their claims.
机译:旨在改善工作记忆的计算机认知干预也旨在改善与多动症相关的注意力不集中和下班行为。这类干预措施已被证明可以改善工作记忆,执行功能和标准化神经心理学措施的流畅推理。但是,关于此类计划是否会导致改善与生态相关的结果(如课堂行为)的争论仍在继续。这项研究试图提出一种新颖的,与生态相关的方法来评估工作记忆训练对现实世界中注意力表现的有效性。参加者包括15名6-15岁的儿童,他们在完成5周的Cogmed工作记忆训练之前和之后均通过虚拟教室连续表演任务(VCCPT)评估了存在注意力问题的儿童。 VCCPT是在虚拟现实(VR)环境中设置的持续和选择性关注的一种经过验证的度量。观察到注意力表现的几个关键方面有所改善,包括遗漏错误,反应时间,反应时间变异性和命中变异性。结果表明,在课堂学习的真实生活场景中,工作记忆训练可显着改善持续注意力。此外,使用经过心理测验验证的VR测量值可以提供超出教师或家长行为报告的增量有效性。在与生态有关的注意措施上观察到这种改善,增加了有关如何评估工作记忆训练的有效性的讨论,因为它与现实生活中的改善有关,并有助于使消费者了解此类产品及其主张。

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