学习困难和优秀学生延迟满足能力的跨情境比较实验研究  

A Comparative Experimental Study on Delay of Gratification between Excellent Learning Students and Students with Learning Disabilities

作　　者：刘岩[1] 张明[1] 徐国庆[1] 

机构地区：[1]东北师范大学心理学系,长春130024

出　　处：《心理发展与教育》2002年第3期63-67,共5页Psychological Development and Education

基　　金：教育部回国留学人员基金的资助

摘　　要：探讨学习困难学生 (学困生 )和学习优秀学生 (学优生 )在三种不同情境下———独自操作、单一团体操作和混合团体操作 ,延迟满足能力的差异。结果表明 :( 1 )在延迟满足实验中 ,被试变量 (学优生、学困生 )与情境变量 (独自、单一团体、混合团体 )的交互作用显著 ;( 2 )在独自操作和单一团体情境下 ,学优生延迟满足能力显著高于学困生 ,混合团体则不存在这种差异 ;( 3)学优生的延迟满足能力在独自操作和单一团体时水平较高 ,而混合团体的成绩则显著的低于单一团体 ,学困生的延迟满足能力在单一团体和混合团体时水平较高 ,而单独操作成绩则显著低于混合团体。本研究一方面拓展了对延迟满足能力的群体比较研究 ,同时 。In present study, we compared the delay of gratification in different environments between students with Learning Disabilities(LD) and excellent learning students(ELS). 2×3 experimental design were employed in a sample of 107 pupils with LD and ELS from 4 or 5-grade of two primary schools in Changchun. The experimental results showd that the interaction between subjects and environments was significant. Further analysis indicated that delay of gratification in ELS was significantly higher than that of students with LD in environmentⅠand environmentⅡ, but there was not in environmentⅢ. As for ELS, self-control ability was higher in first two environment than the last, and there was significant difference between environmentⅡand environmentⅢ. As for LDS, the delay of gratification was higher in last two levels, and there was significant difference between environmentⅠand environmentⅢ. This study may contribute to both theory construction and practical instruction.

关 键 词：学困生 学优生 能力 情境 成绩 团体操 学习优秀 学习困难 延迟 操作 

分 类 号：B038[哲学宗教—哲学理论] G633[文化科学—教育学]