Abstract This feasibility study investigated the effects of adaptive computerized cognitive training on visual-spatial working memory (VSWM), and reading performance in children with dyslexia. Children were assigned into a VSWM training group that received a 5-week (~30 h) computerized adaptive training program focusing on VSWM, or a waitlist control group. Behavioral and ERP measures of VSWM-related indices and reading ability were taken at baseline, post-training/waiting, and 6-month follow-up to evaluate the effects of training. Results revealed the training group demonstrated significant behavioral improvements at post-training and at a 6-month follow-up in visual attention (IVA-CPT), response control (visual Oddball tasks), and VSWM (WMTB-C & visual 1-back tasks), compared to the control group. Although the training group did not show significant improvements in reading abilities at post-training, the improvement was significant at the follow-up assessment. In addition, relative to the control group, we observed greater P3b amplitudes on the visual 1-back task for the training group at post-training with a large effect. These preliminary findings suggest that an intensive cognitive training can serve as a potentially effective standalone or adjunctive training to improve cognitive control and reading abilities of children with dyslexia.

中文翻译：

---

计算机化认知训练对阅读障碍儿童的影响：一项 ERP 研究

摘要 本可行性研究调查了适应性计算机化认知训练对阅读障碍儿童的视觉空间工作记忆 (VSWM) 和阅读表现的影响。儿童被分配到 VSWM 培训组，该组接受了为期 5 周（约 30 小时）的计算机化自适应培训计划，重点是 VSWM，或者是等候名单控制组。在基线、训练后/等待和 6 个月的随访中对 VSWM 相关指标和阅读能力进行行为和 ERP 测量，以评估训练的效果。结果显示，训练组在训练后和 6 个月的视觉注意力（IVA-CPT）、反应控制（视觉奇数任务）和 VSWM（WMTB-C 和视觉 1-back任务），与对照组相比。虽然训练组在训练后的阅读能力没有显着改善，但在后续评估中却有显着改善。此外，相对于对照组，我们在训练后观察到训练组视觉 1-back 任务的 P3b 幅度更大，效果很大。这些初步发现表明，强化认知训练可以作为一种潜在有效的独立或辅助训练，以提高阅读障碍儿童的认知控制和阅读能力。