| Abstract |
| The purpose of the present study was to investigate the effects of self-regulated neurofeedback training on elementary school students` recall and recognition performance. For this purpose, the participants were randomly allocated to control condition where no training was provided or training condition where participants were trained in 4 self-regulated neurofeedback training sessions. As the dependent measures, correct free recall rates and correct recognition rates were analyzed. The results showed that overall scores of recall and recognition were enhanced by the administration of the training itself, and as the training sessions advanced. In particular, the effect of the training seemed to induce more positive effect on the both memory tasks when the task difficulty (manipulated by increasing the number of target words) was increased. These results implied that self-regulated neurofeedback training can induce increased recollection ability for words by enhancing attentional process. |
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| Key Words |
| 자기-조절 뉴로피드백 훈련, 회상기억, 재인기억, 과제 난이도, Self-regulated neurofeedback training, recall, recognition, task difficulty |
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