- 學位論文
大學生之N-back工作記憶訓練──轉移效果與調節變項分析：隨機雙盲與預註冊研究
The Transfer Effect and Individual Moderation Analyses of N-back Working Memory Training in College Students：a Preregistered, double-blind, randomized-control study.
摘要
研究目的：過往研究致力探討N-back工作記憶訓練本身之訓練成效（training gain）能否轉移至未被訓練的認知功能（例如：執行功能、流體智力），但對於訓練是否具有轉移效果（transfer effect）仍有許多爭論。本研究希望以較嚴謹之研究設計排除期望效應（expect effect）、出版偏誤（publication bias）等混淆因子，並探討個別差異變項是否會調節實驗組控制組接受N-back訓練後之轉移效果。 研究方法：本研究採「前測─介入─後測─追蹤」之實驗架構，並採三因子混合設計（二因子為獨變項，一因子為調節變項），獨變項─介入組別（適性化N-back實驗組、0-back主動控制組）、評估時間（前測、後測、一個月後追蹤）；調節變項─個別差異（既有認知功能、心理特質），以探討大學生接受電腦適性化視空間 N-back作業之工作記憶訓練後，是否能帶來N-back作業之「訓練成效」，以及執行功能、流體智力之「轉移效果」。共招募68位中山醫學大學學生，隨機雙盲分派至實驗組與主動控制組（實驗過程流失後剩餘54位），進行四週（共20次） 單次約20-25分鐘之訓練。收案前，已將研究計劃註冊於 Open Science Framework（OSF）。 研究結果：實驗組表現出顯著N-back作業訓練成效，但若未對個別差異變項進行調節，實驗組在執行功能與流體智力並未比主動控制組有顯著進步。而進行個別差異變項調節分析後，發現僅有在特定條件下（FRI前測高分組──既有流體智力功能較高者），實驗組的特定認知功能（CTT──作業轉換執行功能） 有較控制組來的進步。且實驗組N-back作業訓練成效並未和其執行功能、流體智力作業進步程度達顯著相關。 結論：研究結果不支持N-back工作記憶訓練訓練成效可以轉移到未被訓練的認知功能；就算納入個別差異變項之調節效果，也僅有在特定的情境下才有表現轉移效果。
並列摘要
Objective: Previous researches had focused on investigating whether the training gain from N-back working memory training can transfer to untrained cognitive functions, such as executive functions and fluid intelligence. However, there is still considerable debate regarding the presence of transfer effects. This study aims to address confounding factors such as expectation effects and publication bias through a rigorous research design and explore whether individual difference moderate the transfer effects of N-back training on experimental and control groups. Methods: The study employed a pretest-intervention-posttest-follow-up experimental design with a three-factor mixed design, with two factors as independent variables and one factor as a moderating variable. The Independent Variables were the Intervention （adaptive N-back experimental group, 0-back active control group） and the Assessment Time （pretest, posttest, and one-month follow-up）. Individual Difference Variables （preexisting ability, psychological traits） were included as Moderator Variables. The study examined whether college students' participation in computerized adaptive visuospatial N-back tasks would result in training gains in N-back performance and transfer effects on executive functions and fluid intelligence. A total of 68 students from Chung Shan Medical University were recruited （54 remaining after attrition during the experimental process） and double-blindly randomized into the experimental and active control groups. The training consisted of four weeks （20 sessions） of approximately 20-25 minutes per session. The research plan was registered on the Open Science Framework （OSF） before recruiting participants. Results: The experimental group showed significant training gains in the N-back task. However, without adjusting for individual difference variables, the experimental group did not demonstrate greater improvements in executive functions and fluid intelligence compared to the active control group. After conducting moderation analyses with individual difference variables, it was found that only under specific conditions （with higher FRI score in the pretest, higher fluid intelligence in baseline）, the experimental group showed greater improvements in a specific cognitive function （CTT, task assessing switching executive function） compared to the control group. Furthermore, the training gains in the N-back task were not significantly correlated with improvements in executive functions and fluid intelligence. Conclusion: Our findings do not support that the training gain from N-back working memory training transfer to untrained cognitive functions. Even when accounting for individual difference variables, transfer effects were only observed in specific contexts.