3-8年级学生数学学习的PASS过程特点  

The PASS Feature of Grade 3-8 Students' Mathematics Learning

作　　者：蔡丹[1] 李其维[1] 邓赐平[1] 

机构地区：[1]华东师范大学心理与认知科学学院,上海200062

出　　处：《心理科学》2010年第2期274-277,共4页Journal of Psychological Science

基　　金：上海市教育科学重点研究项目"PASS认知过程评估及其在小学生学习困难鉴定和干预中的应用"(A0820);"华东师范大学2009年优秀博士研究生培养基金"(2009016)资助

摘　　要：PASS是Das等人提出的一套认知过程理论。文章分为三个研究:研究一验证了PASS理论的操作化工具CAS(认知评估系统)在中国的适用性,重测相关系数显示具有较高稳定性(r=0.73,p<0.001),同时,CAS与麦卡锡儿童智能量表言语(r=0.36,p<0.01)、数量(r=0.53,p<0.01)、记忆(r=0.40,p<0.01)的关联效度良好。研究二选取256名3-8年级学生,探讨PASS过程在数学学习中的作用,结果发现在各年级呈现不同的PASS效应。同时性-继时性加工这两个编码过程对数学的影响几乎贯穿了整个年级,计划能力在高低两个年级对数学成绩影响明显。研究三探讨PASS过程在筛选数学学学困难学生中的有效性。对68名数学学习困难学生和79名数学学习正常学生匹配,研究发现两组学生在PASS各过程中差异显著(量表总分F(1,145)=11.942,p<0.001)。同时性加工、计划、继时性加工都对数学学习困难具有预测力。并且,同时性加工是预测数学学习困难的最有效指标。PASS theory is the cognitive processing theory developed by Das and Naglieri. The first research in the article validated the application of DN： CAS in China, the manipulation tool of PASS theory. The eoherence of test - retest（ r = 0.73, p〈0. 001 ） showed the high stability of CAS, as well as the high correlatiorrs with McCarthy Scale of Children Abilities（with the verbal .scale r = 0.36, p 〈 0. 01, with the quantity scale r = 0.53, p 〈 0.01, and with the memory scale r = 0.40, p 〈 0.01 ）. In the second research, 256 students of grades 3 - 8 were selected to explore the PASS features in mathematics learning. Different cognitive features were found in different ages. Simultaneous processing and successive processing were important in of students all grades and planning played an important role in the low and high grades. The last research discussed the validation of PASS in predicting students with mathematics learning disabilities （MLD）. There was a significant difference between MILD students and controlled students in all PASS process. Simultaneous processing, planning and successive processing could predict the MLD; however, simultaneous processing was the most effective index in predicting MLD.

关 键 词：PASS过程 CAS 数学学习 中小学生 

分 类 号：B842.3[哲学宗教—基础心理学]