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...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-09-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1283781/full |
| _version_ | 1827813766837829632 |
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| author | Jiacheng Gao Jiacheng Gao Zimo Yang Fengjuan Li Fengjuan Li Bahtinsagul Yasen Suxia Wen |
| author_facet | Jiacheng Gao Jiacheng Gao Zimo Yang Fengjuan Li Fengjuan Li Bahtinsagul Yasen Suxia Wen |
| author_sort | Jiacheng Gao |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-03-11T23:36:43Z |
| format | Article |
| id | doaj.art-385b44b876fb4986800fdb2eccdc54f8 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-11T23:36:43Z |
| publishDate | 2023-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-385b44b876fb4986800fdb2eccdc54f82023-09-19T19:13:28ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-09-011410.3389/fpsyg.2023.12837811283781The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance?Jiacheng Gao0Jiacheng Gao1Zimo Yang2Fengjuan Li3Fengjuan Li4Bahtinsagul Yasen5Suxia Wen6Xinjiang Key Laboratory of Mental Development and Learning Science, College of Psychology, Xinjiang Normal University, Urumqi, ChinaDepartment of Psychology, Fudan University, Shanghai, ChinaXinjiang Key Laboratory of Mental Development and Learning Science, College of Psychology, Xinjiang Normal University, Urumqi, ChinaXinjiang Key Laboratory of Mental Development and Learning Science, College of Psychology, Xinjiang Normal University, Urumqi, ChinaDepartment of Psychology, Southwest University, Chongqing, ChinaXinjiang Key Laboratory of Mental Development and Learning Science, College of Psychology, Xinjiang Normal University, Urumqi, ChinaXinjiang Key Laboratory of Mental Development and Learning Science, College of Psychology, Xinjiang Normal University, Urumqi, ChinaWith 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1283781/fullworking memorycentral executiveChinese reading comprehensionupdatingprimary school |
| spellingShingle | Jiacheng Gao Jiacheng Gao Zimo Yang Fengjuan Li Fengjuan Li Bahtinsagul Yasen Suxia Wen The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students’ reading comprehension performance? Frontiers in Psychology working memory central executive Chinese reading comprehension updating primary school |
| 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 | working memory central executive Chinese reading comprehension updating primary school |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1283781/full |
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