{'fraction_non_alphanumeric': 0.020441988950276244, 'fraction_numerical': 0.0027624309392265192, 'mean_word_length': 5.097643097643098, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
TRANSFER EFFECT OF N-BACK TRAINING: MATHEMATICAL IMPLICATIONS IN SCHOOL-AGE CHILDREN

Working memory (WM) is the system which is used for short-term storage and where information about cognitive tasks is manipulated. One of the most important characteristics of WM is its limited capacity, which restricts cognitive performance. Despite of this limit in WM capacity, the efficiency of WM can be improved with WM training and this training effect can be transferred to performance on complex tasks, such as mathematical operations. Such training tasks are complex and necessarily include core processes and these measures, therefore, contribute to difficulty to design tasks and interpret the outcomes for specific changes gained from the training. For example, n-back tasks which are used in a wide range of research are based on core training. Since core trainings address the executive functions of WM and enhance the domain-general aspects, increasing performance on domain-general factors may promote both near and far transfer effects of training. In the current study, WM training will be constructed on the basis of the interference framework that characterizes individual differences in WM performance. The aim of this study is to explore individual differences in training and the way transfer effects occur, evaluating gains from Mathematics proficiency. An adaptive version of n-back tasks will be implemented for the proposed study, within WM load and interference lures. The study will be carried out with 40 school-age children between the ages of 9 and 12, and Solomon four group design method will be used to group them. d’ (D-Prime) theory will be conducted in order to obtain detailed comparison between groups as well as interpretation of individual differences in processing of information.