Effect Of Working Memory Updating Training On Mathematics Operation Performance Of Primary School Students With Different Achievement Motivation Levels

Working memory is closely related to many cognitive functions.Previous studies had found that individual working memory can be improved with the help of different training methods,but whether this improvement can be transferred to mathematical operation is not consistent.On the one hand,the controversy is due to the limitations of the training task itself.On the other hand,it may be affected by the level of individual achievement motivation.This paper discusses whether the different achievement motivation levels(high,middle and low)of primary school students after working memory updating training will affect the individual mathematical performance.A total of 87 fourth grade pupils were randomly selected from a primary school,and three different levels of achievement motivation(high,middle and low)were screened out by using Achievement Motivation Scale.Each level includes training group and control group,with a total of six groups of subjects.The subjects in the three achievement motivation training groups were trained with active memory task for 4 weeks.Each training lasts about 25-35 minutes,once every teaching day,five times a week,a total of 20 training sessions.The subjects in the control group of the three achievement motivation levels did not carry out training,but were led by the mathematics teacher in the same period of time.The conclusions of this study are as follows: training can significantly improve the updating function of middle and low achievement motivation level pupils,and the mathematics operation performance of low achievement motivation level pupils is improved;while the updating ability and mathematics operation performance of high achievement motivation level pupils have no significant change after the training.