The effectiveness of working memory training with jungle memory computer programme for students in adapted programme with the lower educational standard

Delovni spomin (DS) je povezan s procesom učenja in ima pomembno vlogo tudi pri usvajanju znanja učencev z intelektualnimi primanjkljaji (IP). Učenci z IP imajo pri učenju in usvajanju znanja več težav tudi zaradi manjše kapacitete delovnega spomina. V zadnji nekaj letih se v literaturi pojavljajo raziskave, ki nakazujejo, da je možno s pomočjo treningov delovnega spomina izboljšati dosežke pri nalogah, ki so podobne tipom nalog v treningih, in dosežke pri drugih nalogah višjih kognitivnih sposobnosti. V študije so bili vključeni tudi mladostniki in odrasli z IP. Nekatere študije po treningu niso pokazale večjega napredka, vendar pa predstavlja že izboljšanje rezultatov pri nalogah, ki so podobne treniranim, nekakšen napredek. V teoretičnem delu smo opredelili značilnosti učencev z IP v prilagojenem programu z nižjim izobrazbenim standardom (PP NIS), različne vrste spomina, težave pomnjenja in vpliv na učenje ter predstavili različne treninge delovnega spomina. V empiričnem delu, ki je temeljil na raziskovalnem pristopu s študijo primera, smo se osredotočili na obravnavo delovnega spomina učencev v PP NIS. Glavni cilj je bil ugotoviti učinkovitost računalniškega treninga Jungle Memory na področju delovnega spomina in vpliv treninga na šolske spretnosti. S štirimi učenci 7. razreda, ki so vključeni v PP NIS in so bili stari od 13 do 14 let, smo izvedli diagnostično ocenjevanje delovnega spomina in šolskih spretnosti. Uporabili smo podteste preizkušenj SNAP in ACADIA, test TOKEN, tehniko ponavljanja stavkov, test bralnega razumevanja in 10-minutnega testa za oceno avtomatizacije aritmetičnih dejstev in postopkov. Z dvema učencema, ki sta sestavljala preučevano skupino, smo izvedli računalniški trening Jungle memory in na koncu treninga ponovno aplikacijo vseh preizkušenj. Z drugima dvema učencema, ki sta bila vključena v primerjalno skupino in nista bila deležna treninga, pa smo izvedli le ponovno aplikacijo vseh preizkušenj. Rezultati so pri učenki preučevane skupine pokazali izboljšanje rezultatov pri vseh podtestih delovnega spomina, pri učencu preučevane skupine pa je prišlo do izboljšanja le pri nekaterih podtestih delovnega spomina. Daljši in intenzivnejši trening bi morda prinesel še boljše rezultate. S preverjanjem učinkovitosti računalniškega programa za krepitev delovnega spomina smo želeli prispevati k različnim oblikam specialno-pedagoške pomoči in podpore učencem s težavami na področju delovnega spomina in šolskih spretnosti.Working memory (WM) is linked to the learning process and plays an important role in acquiring knowledge of pupils with intellectual disabilities (ID). Pupils with ID have more difficulties in learning and acquiring knowledge due to the lower capacity of their working memory. In last few years the research in the literature suggest studies that with training working memory it is possible to improve the achievements in tasks similar to the types of tasks in training and achievements in other tasks of higher cognitive abilities. The studies included also adolescents and adults with ID. Although some studies didn\u27t show much progress after training, improving the results on tasks that are similar to the trained represents some kind of progress. In the theoretical part we defined pupil’s characteristics with ID in an adapted educational program with lower education standard, different types of memory, memory problems and how these reflect on learning, and presented various training of working memory. In the empirical part, based on the case study research approach, we focused on working memory abilities of pupils with ID. The main goal was to determine the effectiveness of Jungle Memory computer training on working memory abilities and the impact of the training on improving the school skills. With four 7th grade pupils, aged 13-14 years, who were included in the adapted educational program with lower education standard, we performed a diagnostic assessment of working memory and academic skills using the following tests: SNAP, ACADIA, test TOKEN, Sentence repetition technique, reading comprehension test, and a 10-minute test for assessing the automation of arithmetic facts and procedures. With two pupils from the experimental group we performed the computer training Jungle memory and at the end of the training we re-applied all the tests. The two pupils from the comparative group did not receive any trainingwe only performed the re-application of the tests. The results of the retest showed improvement on all working memory subtests in one pupil from the experimental group while the other pupil from the experimental group improved the results only on some working memory subtests. A longer and more intense training might have yielded even better results. By examining the effectiveness of a computer program for training working memory, we wanted to contribute to the improvement of special-education help and support for pupils with deficits in working memory and poor academic skills