数学学习困难儿童的加工速度与工作记忆  

Processing Speed and Working Memory in Children with Mathematical Disabilities

作　　者：王恩国[1] 刘昌[2] 赵国祥[1] 

机构地区：[1]河南大学教科院心理与行为研究所,开封475001 [2]南京师范大学心理研究所,南京210097

出　　处：《心理科学》2008年第4期856-860,847,共6页Journal of Psychological Science

基　　金：高等学校全国优秀博士学位论文专项资金(200006);国家自然科学基金(30200082)资助

摘　　要：以数学学习困难儿童为研究对象,系统考察了数学学习困难儿童与控制组的加工速度和工作记忆,比较了工作记忆和加工速度对数学学习困难影响的相对贡献。结果发现,与控制组相比,数学学习困难儿童在工作记忆和加工速度方面均存在明显的不足,但加工速度不能解释不同能力组之间的差异,数学学习困难儿童的缺陷在于工作记忆能力的下降。工作记忆缺陷在于数字工作记忆、视空间工作记忆和中央执行功能的整体不足,中央执行功能对数学学习困难儿童影响的解释量最大。We studied children with mathematics learning disabilities in comparison with the control group in terms of working memory and processing speed. We compared the relative contributions of working memory and processing speed to mathematics disabilities. The results showed that compared with the control group, children with mathematical learning disabilities had deficiency in both working memory and processing speed. However, processing speed failed to explain the difference between the different ability groups. Mathematics disabilities lie in the decline in working menaory capacity. Working memory deficiency lies in an overall lack of numerical working memory, visual spatial working mexnory and central executive function. The central executive function explains most of mathematics learning disabilities.

关 键 词：工作记忆 加工速度 数学学习困难 中央执行功能 

分 类 号：B842.3[哲学宗教—基础心理学]