学业不良儿童前瞻记忆的实验研究  

An Experimental Research on Prospective Memory in Children with Learning Disabilities

作　　者：董云英[1] 周仁来[1] 郭秀艳[2] 

机构地区：[1]儿童发展和学习科学教育部重点实验室(东南大学),南京200096 [2]华东师范大学心理系,上海200062

出　　处：《中国特殊教育》2008年第7期68-74,共7页Chinese Journal of Special Education

摘　　要：本研究采用实验室双重任务范式,探讨了在有无外部提示线索两种条件下,不同认知方式的学业不良儿童和普通儿童在基于事件、时间、活动三种前瞻记忆任务上的表现。结果表明:(1)所有儿童在基于活动的前瞻记忆任务上的成绩最好,在基于事件和基于时间任务上的成绩较差;(2)在无外部提示线索条件下,学业不良儿童在基于时间的前瞻记忆任务上的表现较普通儿童差,有外部提示线索能够促进学业不良儿童在基于时间的前瞻记忆任务上的表现;(3)无论普通儿童还是学业不良儿童,场独立型儿童在基于事件的前瞻记忆任务上的表现较场依存型儿童好。The experiment is carried out to study whether children with learning disabilities and normal children with different cognitive styles perform differently in event - based, time - based and activity - based prospective memory tasks with and without clues. The results indicate that： （1） Children＇s performance in activity - based prospective memory tasks is the best, while that in time - based prospective memory tasks is relatively worse. （2） The performance of children with learning disabilities is not as good as that of normal children in time - based prospective memory tasks without clues and the clues can facilitate the performance of children with learning disabilities in time - based prospective memory tasks. （3） The field - independent subjects perform better in event - based prospective memory tasks than the field - dependent subjects.

关 键 词：学业不良儿童 前瞻记忆 认知方式 提示线索 

分 类 号：B842[哲学宗教—基础心理学]