PDF(Pubmed)
Abstract：
OBJECTIVE: The percentage of adolescents with test anxiety is increasing rapidly. Working memory (WM) training has been demonstrated to reduce anxiety levels and enhance attentional control in individuals. Therefore, we investigated whether adaptive dual n-back WM training could lower test anxiety level and improve attentional control in adolescents.
METHODS: Forty adolescents were allocated to either adaptive dual n-back WM training (n = 21) or non-adaptive dual 1-back WM training (n = 19) for 10 days. The Test Anxiety Scale was applied to measure individuals\' test anxiety symptoms. The Attentional Control Scale (ACS), the flanker task, and the Go/Nogo task were used to measure attentional control.
RESULTS: Compared with the control group, the training group reported significantly relief of test anxiety symptoms; however, there were no significant differences between the two groups in pre-to-post changes in ACS scores or performance on the flanker task and Go/Nogo task.
CONCLUSIONS: In sum, adaptive dual n-back WM training effectively reduced adolescents\' level of test anxiety but did not improve their attentional control.
METHODS: Forty adolescents were allocated to either adaptive dual n-back WM training (n = 21) or non-adaptive dual 1-back WM training (n = 19) for 10 days. The Test Anxiety Scale was applied to measure individuals\' test anxiety symptoms. The Attentional Control Scale (ACS), the flanker task, and the Go/Nogo task were used to measure attentional control.
RESULTS: Compared with the control group, the training group reported significantly relief of test anxiety symptoms; however, there were no significant differences between the two groups in pre-to-post changes in ACS scores or performance on the flanker task and Go/Nogo task.
CONCLUSIONS: In sum, adaptive dual n-back WM training effectively reduced adolescents\' level of test anxiety but did not improve their attentional control.
摘要：
目标：青少年考试焦虑的比例正在迅速增加。工作记忆（WM）训练已被证明可以降低个体的焦虑水平并增强注意力控制。因此,我们调查了适应性双n背WM训练是否可以降低青少年的考试焦虑水平并改善注意力控制。
方法：40名青少年被分配到适应性双n背WM训练（n=21）或非适应性双1背WM训练（n=19），为期10天。测试焦虑量表用于测量个体的测试焦虑症状。注意控制量表(ACS)侧翼任务，Go/Nogo任务用于测量注意力控制。
结果：与对照组相比，训练组报告测试焦虑症状显著缓解；然而，两组在ACS评分的前后变化或侧翼任务和Go/Nogo任务的表现方面无显着差异.
结论：总而言之，适应性双n背WM训练有效降低了青少年的考试焦虑水平，但并未改善他们的注意力控制。
方法：40名青少年被分配到适应性双n背WM训练（n=21）或非适应性双1背WM训练（n=19），为期10天。测试焦虑量表用于测量个体的测试焦虑症状。注意控制量表(ACS)侧翼任务，Go/Nogo任务用于测量注意力控制。
结果：与对照组相比，训练组报告测试焦虑症状显著缓解；然而，两组在ACS评分的前后变化或侧翼任务和Go/Nogo任务的表现方面无显着差异.
结论：总而言之，适应性双n背WM训练有效降低了青少年的考试焦虑水平，但并未改善他们的注意力控制。
