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Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development.

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Title: Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development.
Authors: Hayashi, Yuko, Kobayashi, Taisei, Toyoshige, Tsuyoshi
Source: Applied Cognitive Psychology. Mar/Apr2016, Vol. 30 Issue 2, p196-213. 18p. 1 Color Photograph, 4 Charts.
Subjects: Translating of English language, Short-term memory, Cognitive processing of language, Theory of knowledge, Process education
Abstract: The current study reports on an intervention study that investigated the relative contributions of 5-week English language training (ELT) and 5-week working memory training (WMT) to improvements in English language knowledge and working memory capacity in university learners of English as a foreign language. The participants were allocated to one of the following three experimental groups and a control group: (i) ELT only; (ii) WMT only; and (iii) both WMT and ELT. The results showed that intervention effects were pronounced in the WMT + ELT group, who improved scores on the reading span test and all tests of verbal and visuo-spatial short-term and working memory. The gains on verbal short-term (Japanese) and working memory (Japanese and English) were maintained 3 months later. None of the interventions, single or combined, were associated with gains in foreign language knowledge, however. The sustained effects of the dual approach and its implications are discussed. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Relative Contributions of Computerised Working Memory Training and English Language Teaching to Cognitive and Foreign Language Development.
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  Data: <searchLink fieldCode="AR" term="%22Hayashi%2C+Yuko%22">Hayashi, Yuko</searchLink><br /><searchLink fieldCode="AR" term="%22Kobayashi%2C+Taisei%22">Kobayashi, Taisei</searchLink><br /><searchLink fieldCode="AR" term="%22Toyoshige%2C+Tsuyoshi%22">Toyoshige, Tsuyoshi</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Mar/Apr2016, Vol. 30 Issue 2, p196-213. 18p. 1 Color Photograph, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Translating+of+English+language%22">Translating of English language</searchLink><br /><searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Process+education%22">Process education</searchLink>
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  Label: Abstract
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  Data: The current study reports on an intervention study that investigated the relative contributions of 5-week English language training (ELT) and 5-week working memory training (WMT) to improvements in English language knowledge and working memory capacity in university learners of English as a foreign language. The participants were allocated to one of the following three experimental groups and a control group: (i) ELT only; (ii) WMT only; and (iii) both WMT and ELT. The results showed that intervention effects were pronounced in the WMT + ELT group, who improved scores on the reading span test and all tests of verbal and visuo-spatial short-term and working memory. The gains on verbal short-term (Japanese) and working memory (Japanese and English) were maintained 3 months later. None of the interventions, single or combined, were associated with gains in foreign language knowledge, however. The sustained effects of the dual approach and its implications are discussed. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/acp.3177
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        Text: English
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        Type: general
      – SubjectFull: Short-term memory
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      – SubjectFull: Cognitive processing of language
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      – SubjectFull: Theory of knowledge
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      – SubjectFull: Process education
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              Text: Mar/Apr2016
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              Y: 2016
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