小学学习不良学生和正常学生的认知特点  

Cognitive Abilities of Slow Learners and Normal Students

作　　者：沈晓红[1] 吕静[1] 

机构地区：[1]杭州大学心理学系

出　　处：《应用心理学》1989年第4期46-53,共8页Chinese Journal of Applied Psychology

基　　金：国家自然基金

摘　　要：本研究运用杭州大学心理系所编的《儿童认知能力诊断量表》,测试了小学一、三、五年级中的学习不良生(简称差生)和正常生的观察力、记忆力和思维推理能力,并对差生和正常生的认知能力的发展特点作了比较,以资鉴别差生及了解造成差生学习成绩落后的原因提供某些实验依据。在本研究的取样范围内,我们得到以下结论:1.小学儿童中正常生和差生的认知能力都是随着年级的升高而不断发展的,但各种认知能力的发展是不平衡的。2.在量表成绩上,相同年级的差生与正常生相比,在某些认知能力上显著地落后,且在各种认知能力的发展进程上也各有其特点。3.在认知能力质的特点上,差生的发展水平明显落后于同年级的正常生,但就总的发展趋势而言,差生与正常生并无本质区别。Using“The Diagnostic Scale of Cognitive Abilities for Children”con-structed by Psychology Department of Hangzhou University,we tested theabilities of observation.Memory and reasoning of slow learners and normalstudents in primary schools,and compared their cognitive development toprovide some experimental evidence for identifying slow learners and under-standing their poor performance.The conclusions are as follows:(1)thecognitive abilities of both normal and slow learners in primary schools aredeveloped gradually with the grades, but the development of various kindsof cognitive abilities is differed with each other.(2)Compared with normallearners , slow learners of the same grades are remarkably behind in levelsof certain kinds of cognitive abilities.(3)Although the development level ofSlow learnerslave lower than that of normal learners,their developmenttrendencies are about the same,

关 键 词：认知能力 差生学习成绩 推理能力 发展趋势 认知特点 学习不良学生 观察力 发展特点 发展进程 小学儿童 

分 类 号：B84[哲学宗教—心理学]