期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：2
期号：1
页码：122-136
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：The paper studies whether visuospatial working memory (VSWM) and, specifically, recall ofsequential-spatial information, can be improved by metacognitive training. Twenty-twofourth-grade children were involved in seven sessions of sequential-spatial memorytraining, while twenty-four children attended lessons given by their teacher. The posttrainingevaluation demonstrated a specific improvement of performances in the Corsiblocks task, considered a sequential-spatial working memory task. However, no benefits oftraining were observed in either a verbal working memory task or a simultaneous-spatialworking memory task. The results have important theoretical implications, in the study ofVSWM components, and educational implications, in catering for children with specificVSWM impairments.
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