RESUMEN
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.
RESUMEN
Objective: This study aimed to explore the effects of working memory updating training on primary school students' writing ability and performance. Methods: A total of 46 fourth-grade Chinese primary school students were recruited; their performance in the Chinese character N-back training task, the Writing Ability Questionnaire, and a time-limited writing task was assessed. Results: The paired-sample t-test revealed that working memory updating training significantly improved the experimental group's working memory level. After training, a repeated measures ANOVA revealed that the experimental group's performance on the Writing Ability Questionnaire improved and was higher than that of the control group. In the time-limited writing task, independent-sample t-tests revealed that the experimental group's writing fluency increased and was higher than that of the control group, while the latter's grammatical accuracy and complexity decreased and were lower than those of the former. Conclusion: Working memory updating training can be used as auxiliary cognitive training to improve primary school students' working memory level, thereby promoting their writing development.
RESUMEN
Objective@#To study the relationship between the father presence and the mental health diathesis of the middle school students,and to provide a reference for targetedly instructing fathers’ participation into family education.@*Methods@#The participants were selected by using random whole class sampling method and Father Presence Questionnaires (FPQ-R-B), and then 577 junior middle school students were recruited, including high and low level of father presence(HF & LF). Chinese Adolescent Mental Health Diathesis was used to investigate the effect of father presence on eight subscales of mental health diathesis.@*Results@#Single factor ANOVA showed that in the subscales of coping style (2.84±0.52,2.80±0.60), self (2.87±0.56,2.79±0.59), attribution style (2.85±0.56,2.78±0.55) and adaptation (2.92±0.56,2.85±0.59), HF group scored significantly higher than LF group(F=4.32,5.27,7.13,8.62,P<0.05). Simple effect analysis reveals that for girls there was no significant difference between the HF and LF groups (2.87±0.45,2.86±0.48, P>0.05), but for boys the score of the HF group was significantly higher than that of the LF group(2.93±0.34,2.85±0.40)(F=5.93,P<0.05).@*Conclusion@#High level of father presence is related to better performance in coping style, self, attribution style, adaptation, and personality quality, and its impact on personality qualitty shows gender differences.
