應用工作記憶理論促進學習成效之研究初探

A Primary Study on Using Working Memory Theories to Improve Learning

本文主旨為依據心理學的四個目標：描述、解釋、預測、控制/應用，橋接工作記憶的基礎認知理論到實務的教育應用。首先，本文將介紹Baddeley與Hitch的多重成份模型，其包含中央執行系統、以及視覺空間面板、語音迴圈、事件緩衝區三個次系統。其次，本文將分別解釋中央執行功能所含的三個潛在因素，依序為Miyake等人所歸納的轉移、更新、抑制能力，以及Friedman與同仁所修訂的九項執行功能作業。再者，本文詳述如何藉著已知的工作記憶模型次系統以及執行功能作業，在教學現場進行工作記憶訓練方案，進而促進閱讀理解、數理運算、甚至智力和神經連結。最後，本文將圖示一份易於準備與執行的訓練策略－字母記憶作業，提供教育相關專業人員參考。

The article aims to bridge the gap between the cognitive theories of working memory to its educational practice， based on the four goals of psychology—description， explanation， prediction， and control/ application. The article first introduces the highly influential model proposed by Baddeley and Hitch， the Multiple-component model， as well as its components and subsystems， the central executive， visuospatial sketchpad， phonological loop， and episodic buffer. Secondly， the article explains three latent factors underlying the executive functions， namely shifting， updating， and inhibition， given by Miyake and colleagues， and nine major executive function tests， defined and modified by Friedman and colleagues. Following the subsystems and executive function tests of working memory， the researchers could design training programs that lead to improve performance in reading comprehension， mathematical ability， intelligence， and even to the changes in neural connections. Finally， the article demonstrates an easy and accessible procedure of a training scheme， the letter memory task， as a reference for professionals in related fields.