Mapping Differential Responses to Cognitive Training Using Machine Learning

Autor/inn/en	Rennie, Joseph P.; Zhang, Mengya; Hawkins, Erin; Bathelt, Joe; Astle, Duncan E.
Titel	Mapping Differential Responses to Cognitive Training Using Machine Learning
Quelle	In: Developmental Science, 23 (2020) 4, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bathelt, Joe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12868
Schlagwörter	Short Term Memory; Teaching Methods; Artificial Intelligence; Cognitive Development; Task Analysis; Outcomes of Education; Comparative Analysis; Children; Adolescents; Intelligence Tests; Behavior Change; Profiles; Measurement + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Intelligenz; Kognitive Entwicklung; Aufgabenanalyse; Lernleistung; Schulerfolg; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligence test; Intelligenztest; Charakterisierung; Profilanalyse; Messverfahren
Abstract	We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self-organizing maps (SOMs)--a type of simple artificial neural network--to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K-means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K-means clustering was applied to an independent large sample (N = 616, M[subscript] age = 9.16 years, range = 5.16-17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, M[subscript age] = 9.00 years, range = 7.08-11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof-of-principle demonstrates a potentially powerful way of distinguishing task-specific from domain-general changes following training and of establishing different profiles of response to training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01