The effect of working memory updating training onthe Chinese writing ability of primary schoolstudents

Jiacheng Gao,  Guangxin Li ,  Zimo Yang ,  Fengjuan Li ,  Tian Wang ,  Suxia Wen 

Objective: This study aimed to explore the effects of working memory updating training on primaryschool students' writing ability and performance.

Methods: A total of 46 fourth-grade Chinese primary school students were recruited; theilperformance in the Chinese character N-back training task, the Writing Ability Questionnaire, and atime-limited writing task was assessed.

Results: The paired-sample t-test revealed that working memory updating training significantlyimproved the experimental group's working memory level. After training, a repeated measuresANOVA revealed that the experimental group's performance on the Writing Ability Questionnaireimproved and was higher than that of the control group. In the time-limited writing task,independent-sample t-tests revealed that the experimental group's writing fluency increased and washigher than that of the control group, while the latter's qrammatical accuracy and complexitydecreased and were lower than those of the former.