认知训练是指通过特定认知任务的练习促进训练者的认知能力，从而提升训练者推理、问题解决和学习等一系列行为表现的活动。通过训练任务的练习提升其他未经训练的迁移任务表现的现象叫做迁移，如果训练任务和迁移任务具有相似的任务结构和认知能力需求，则被称为近迁移；如果任务结构差异较大，则被称为远迁移。已有研究发现近迁移现象普遍存在，但在认知训练能否远迁移的问题上却存在争议。究其根本，是因为认知训练效果的影响因素复杂、个体差异大以及研究样本量小等原因导致统计效力低，研究结果不稳定。此外，许多认知训练研究都在实验室场景进行，与可能的实际应用场景相差甚远，生态效度低。因此，本研究试图借助在线认知测评训练平台开展远程认知训练，解决样本少以及生态效度低的问题，同时进一步探索训练迁移的影响因素。
通过对已有研究结果的综述和分析，本研究对迁移原理提出一个假设并尝试加以验证：迁移发生的基础是建立训练任务和迁移任务的联系，近迁移任务与训练任务之间的联系更容易建立，所以近迁移效应更普遍而且会在训练刚结束时就出现；远迁移任务与训练任务之间的联系更难建立，被试需要更多的机会来发现并建立这种联系，而对远迁移任务的重复测量可以提供建立联系的机会，帮助建立联系从而促进迁移效果。据此，本研究借助在线认知测评训练平台开展远程认知训练的大样本研究，对 552 名三至五年级的儿童进行了 6 周共 24 次的认知训练，其中实验组 253 人，进行视觉空间工作记忆的训练，控制组 299 人，进行反应速度和感知觉任务的训练。被试依次进行了前测、训练、中测、迁移练习（对迁移任务的多次测试）和后测，其中前中后测和迁移练习均完成了相同的推理能力、工作记忆、执行功能的任务，以观察被试在训练前后认知能力的变化（即时迁移效应）以及迁移效应随迁移任务多次测试的变化（延迟迁移效应）。
结果显示，在训练过程中两组均在训练任务上的成绩表现出了显著的提升。近迁移效应在训练刚结束时就出现，表现为显著的组别×时间交互作用，进一步分析发现，仅实验组的近迁移任务表现的提升量与训练完成度存在显著正相关。远迁移效应在训练刚结束时并没有立刻出现，但在随后的迁移练习中，实验组和控制组在迁移任务上的差距逐渐增大，最后实验组的表现优于控制组且组别×时间交互作用显著。以上结果提示认知训练的效果尤其是远迁移效应并不一定在训练结束就立刻显现出来，而是需要提供一定的场景如重复暴露在可迁移环境下才会逐渐显现出来。这个发现为进一步理解认知训练的迁移原理提供了新的思路，为后续研究提供了一定的指导.

Cognitive training refers to activities that promote the trainer's cognitive ability through the practice of specific cognitive tasks, thereby improving the trainer's reasoning, problem solving，learning and other behavior performance. The phenomenon of improving the performance of other untrained transfer tasks through the practice of training tasks is called transfer. If the training task and transfer task have similar task structure and cognitive ability demands, it is called near transfer; if the task structure is quite different, it is called far transfer. Existing studies have found that the phenomenon of near transfer is common, but there is controversy over whether transfer far exists. The fundamental reason is that the factors influencing the effect of cognitive training are complex, individual differences are large, and the research sample size is small, resulting in low statistical power and unstable research results. In addition, many cognitive training studies are conducted in laboratory scenarios, which are far from possible practical application scenarios and have low ecological validity. Therefore, this study attempts to use the online cognitive training platform to carry out remote cognitive training to solve the problems of small samples and low ecological validity, and further explore the influencing
factors of transfer.
By reviewing and analyzing the existing research results, this study proposes a hypothesis for the transfer principle and tries to verify it: The basis of transfer is to establish the connection between the training task and the transfer task, and the connection between the near-transfer task and the training task can establish easily. Therefore, the near transfer effect is common andappears right after the training. The connection between far transfer task and training task is
more difficult to establish, thus the subjects need more opportunities to discover and establish this connection. Repeated measures of transfer tasks can provide such opportunities to establishconnections that promote transfer effects. Based on this, this study carried out a large sample study of remote cognitive training with an online cognitive training platform. 552 children in grades 3 to 5 were given 24 cognitive training sessions in 6 weeks, of which 253 were in the
experimental group trained on visual spatial working memory tasks, 299 people were in the control group trained on reaction speed and perceptual tasks. The subjects went through the pre-test, training, mid-test, transfer practice(multiple tests on the transfer task) and post-test in sequence. In tests and transfer practice, reasoning ability, working memory, executive functiontasks was observed to see the changes in cognitive ability of the subjects before and after training
(immediate transfer effect) and the change of transfer effect with multiple tests of the transfer task (delayed transfer effect).
The results showed that both groups showed significant improvement in performance on the training task during the training process. The near-transfer effect appeared right after the training, manifested as a significant group × time interaction. Further analysis found that only the improvement in the near-transfer task performance of the experimental group was significantly positively correlated with the training completion. The far-transfer effect did not appear
immediately after training, but in the subsequent transfer exercises, the difference between the experimental group and the control group in the transfer task gradually increased, and finally the experimental group performed better than the control group and the group × time The interaction effect is significant. The above results suggest that the effect of cognitive training, especially the far-transfer effect, does not necessarily appear immediately after the training, but needs to provide certain scenarios such as repeated exposure to a transferable environment to gradually appear. This finding provides new ideas for further understanding of the transfer principle of cognitive training, and provides certain guidance for subsequent research.