学科领域知识和学业成绩对工作记忆广度的影响  

The Effect of Disciplinary Domain Knowledge and mathematical achievement On Working Memory Span

作　　者：赵燕[1,2] 蔡笑岳[1,2] 

机构地区：[1]广州大学教育学院心理学系 [2]广州大学青少年心理发展与教育研究所,广东广州510006

出　　处：《心理发展与教育》2012年第1期70-76,共7页Psychological Development and Education

基　　金：国家社会科学基金“十一五”规划教育学课题(BBA080049);广州市人文社会科学(发展与教育心理学)重点研究基地研究成果

摘　　要：引入Alexander领域知识概念形成数学学科领域知识,以七年级有理数单元为研究材料,编写问卷和E-Prime实验程序,筛选60名初中生为被试,考察数学学科领域知识和学业成绩对工作记忆广度的影响。研究发现:(1)学优生的认知过程知识和问题条件知识显著高于学困生,而学理内容知识差异不显著;(2)在简单加工任务上,学优生和学困生工作记忆广度差异不显著。在复杂任务上,学优生的工作记忆广度都显著高于学困生;(3)当工作记忆广度任务中存储部分的词语和数学学科领域知识相关时,问题条件知识分数和认知过程分数能够显著地预测工作记忆广度。而不相关时,仅问题条件知识分数能够显著地预测工作记忆广度。This study quoted the domain knowledge into math disciplinary- Disciplinary Domain Knowledge. The study chosen 60 seventh grade students as participants. According to rational number unit, disciplinary domain knowledge test and behavior experiment procedure be produced. The aim of this study is to investigate how disciplinary domain knowledge and mathematical achievement influence on working memory span. The results are as follows： first, the difference between poor students and excellent students are significant in procedural knowledge and conditional knowledge. It illustrate poor students can＇ t do well in math not because they don＇t know the knowledge but don＇t know how to use it. Second, adopting the operation span task, working memory span of excellent students is more than poor students, but not significant in simple tasks. In complex- relative, complex-irrelative task, the difference is significant, finally, when storage words is related to math disciplinary, procedural knowledge and conditional knowledge showed a significant prediction on working memory span. when it is not related, conditional knowledge also can be a predictor of working memory span.

关 键 词：工作记忆广度 学科领域知识 学业成绩 初中生 

分 类 号：C442[社会学]