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The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance?
With the development of educational cognitive neuroscience, language instruction is no longer perceived as mechanical teaching and learning. Individual cognitive proficiency has been found to play a crucial role in language acquisition, particularly in the realm of reading comprehension. The primary...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10546006/ https://www.ncbi.nlm.nih.gov/pubmed/37794907 http://dx.doi.org/10.3389/fpsyg.2023.1283781 |
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author | Gao, Jiacheng Yang, Zimo Li, Fengjuan Yasen, Bahtinsagul Wen, Suxia |
author_facet | Gao, Jiacheng Yang, Zimo Li, Fengjuan Yasen, Bahtinsagul Wen, Suxia |
author_sort | Gao, Jiacheng |
collection | PubMed |
description | With the development of educational cognitive neuroscience, language instruction is no longer perceived as mechanical teaching and learning. Individual cognitive proficiency has been found to play a crucial role in language acquisition, particularly in the realm of reading comprehension. The primary objective of this study was to investigate two key aspects: firstly, to assess the predictive effects of the central executive (CE) on the Chinese reading comprehension scores of Chinese primary school students, and secondly, to explore the influence of CE training on the Chinese reading comprehension performance of Chinese primary school students. Chinese primary school students were recruited as participants. Experiment 1 used a Chinese N-back task, a Chinese Stroop task, and a number-pinyin conversion task to investigate the predictive effect of the CE components on Chinese reading comprehension. Experiment 2, based on the results of Experiment 1, used the Chinese character N-back training to explore the influence of updating training on Chinese reading comprehension. The findings from Experiment 1 underscored that CE had a predictive effect on Chinese reading comprehension scores. And updating had a prominent role in it. Experiment 2 revealed that the experimental group exhibited an enhancement in their updating performance following N-back training. Although the reading comprehension performance of the two groups after training did not produce significant differences in total scores, the experimental group showed maintained and higher microscopic reading comprehension scores than the control group in the more difficult post-test. In summary, this study yields two primary conclusions: (1) CE was able to predict Chinese reading comprehension scores. Updating has an important role in prediction. (2) Updating training enhances students’ updating performance and positively influences students’ Chinese microscopic reading comprehension performance. |
format | Online Article Text |
id | pubmed-10546006 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-105460062023-10-04 The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? Gao, Jiacheng Yang, Zimo Li, Fengjuan Yasen, Bahtinsagul Wen, Suxia Front Psychol Psychology With the development of educational cognitive neuroscience, language instruction is no longer perceived as mechanical teaching and learning. Individual cognitive proficiency has been found to play a crucial role in language acquisition, particularly in the realm of reading comprehension. The primary objective of this study was to investigate two key aspects: firstly, to assess the predictive effects of the central executive (CE) on the Chinese reading comprehension scores of Chinese primary school students, and secondly, to explore the influence of CE training on the Chinese reading comprehension performance of Chinese primary school students. Chinese primary school students were recruited as participants. Experiment 1 used a Chinese N-back task, a Chinese Stroop task, and a number-pinyin conversion task to investigate the predictive effect of the CE components on Chinese reading comprehension. Experiment 2, based on the results of Experiment 1, used the Chinese character N-back training to explore the influence of updating training on Chinese reading comprehension. The findings from Experiment 1 underscored that CE had a predictive effect on Chinese reading comprehension scores. And updating had a prominent role in it. Experiment 2 revealed that the experimental group exhibited an enhancement in their updating performance following N-back training. Although the reading comprehension performance of the two groups after training did not produce significant differences in total scores, the experimental group showed maintained and higher microscopic reading comprehension scores than the control group in the more difficult post-test. In summary, this study yields two primary conclusions: (1) CE was able to predict Chinese reading comprehension scores. Updating has an important role in prediction. (2) Updating training enhances students’ updating performance and positively influences students’ Chinese microscopic reading comprehension performance. Frontiers Media S.A. 2023-09-19 /pmc/articles/PMC10546006/ /pubmed/37794907 http://dx.doi.org/10.3389/fpsyg.2023.1283781 Text en Copyright © 2023 Gao, Yang, Li, Yasen and Wen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Gao, Jiacheng Yang, Zimo Li, Fengjuan Yasen, Bahtinsagul Wen, Suxia The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title | The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title_full | The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title_fullStr | The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title_full_unstemmed | The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title_short | The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? |
title_sort | influence of cognitive ability in chinese reading comprehension: can working memory updating change chinese primary school students’ reading comprehension performance? |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10546006/ https://www.ncbi.nlm.nih.gov/pubmed/37794907 http://dx.doi.org/10.3389/fpsyg.2023.1283781 |
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