数学障碍儿童抑制能力的发展性研究  

A Development Research on Inhibition Ability of Children with Mathematics Learning Disabilities

作　　者：王晓芳[1] 刘潇楠[2] 罗新玉[1] 周仁来[1,2,3] 

机构地区：[1]东南大学儿童发展和学习科学教育部重点实验室,南京200096 [2]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [3]北京师范大学应用实验心理北京市重点实验室,北京100875

出　　处：《中国特殊教育》2009年第10期55-59,54,共6页Chinese Journal of Special Education

基　　金："长江学者和创新团队发展计划"(项目号:IRT0710);"北京师范大学创新研究群体发展计划"两项基金资助

摘　　要：本研究采用数值-大小干扰(magnitude-size Stroop)范式,探讨了不同年级数学障碍儿童和普通儿童抑制能力的差异。结果发现:(1)两组儿童在刺激冲突条件下的反应时显著长于刺激一致条件下的反应时,刺激冲突条件下的正确率显著低于刺激一致条件的正确率;(2)儿童在需要抑制能力参与的刺激冲突条件下的反应时随年级升高呈递减趋势;(3)数学障碍儿童只在需要抑制能力参与的刺激冲突条件下的正确率显著低于普通儿童,而在不需要抑制能力参与的刺激中性条件和刺激一致条件下两组之间没有显著差异。本研究认为,数学障碍儿童抑制能力发展迟缓是数学障碍产生的原因之一。The study discusses the differences of inhibition ability between the children with mathematics learning disabilities and the normal children in different grades by the magnitude-size Stroop paradigm. The results indicate that： （1） RT of children in the incongruent condition is longer than in the congruent condition, and accuracy in the incongruent condition is lower than in the congruent condition; （2） RTs of three grades decrease progressively, and differences are significant; （3） performance of mathematics learning disabilities in the incongruent condition needed inhibition ability is worse significantly than the normal children＇s, but no differences between two type children in other conditions. The study indicates that the development delay of inhibition ability is one of causes of mathematics learning disabilities.

关 键 词：数学障碍 抑制能力 工作记忆 

分 类 号：B842.3[哲学宗教—基础心理学]