数学学业不良初中生的工作记忆特点:领域普遍性还是特殊性?  

The Working Memory Features of Junior Students with Mathematics Learning Disabilities:Domain General or Domain Specific?

作　　者：蔡丹[1] 李其维[2] 邓赐平[2] 

机构地区：[1]上海师范大学教育学院,上海200234 [2]华东师范大学心理与认知科学学院,上海200062

出　　处：《心理学报》2013年第2期193-205,共13页Acta Psychologica Sinica

基　　金：教育部人文社会科学研究青年基金项目(11YJC190001);上海市晨光学者计划(11CG50);上海师范大学人文社科2011年一般项目资助

摘　　要：研究选取上海111名(男生48名,女生63名,平均年龄11.97岁)初中学生(数学学业不良学生55名与数学学业优秀学生56名),根据国家数学课程标准,将数学划分为数与代数、空间与几何两部分,又从空间与几何领域中选取初一数学学业知识点——轴对称和中心对称图形,分析在不同内容知识领域的解答过程中所涉及的工作记忆成分。结果发现:(1)数与代数学习需要中央执行系统、视觉-空间模板、语音环路三个成分的共同作用;空间与几何学习主要受到视觉-空间模板和中央执行系统的影响,但不存在语音环路的影响。(2)对轴对称与中心对称图形任务的成绩影响最大的是视觉-空间模板,其次是中央执行系统,语音环路对该任务作用不明显。两个研究说明工作记忆在初中不同年级的各类数学学业任务中具有不同的作用,中央执行系统和视觉-空间模板相对更具有普遍性作用,语音环路具有特殊性作用,并且随着年龄增高,视觉-空间模板对数学学业任务的作用更为突显。Mathematics learning disability （MLD） is an important area of learning disability. Now there emerging a leading paradigm for carrying out research on MLD from the viewpoint of online information processing, and more and more studies focused on discussing the cognitive processing mechanism of MLD. The definition and screening methods of the MLD are still in dispute, therefore it needs further research to explore the different information processing features of different kinds of mathematics. Based on the three-factor model put forward by Baddeley and Hitch （1974）, this study designed the experiment tasks of central executive system, visuo-spatial sketchpad and phonological loop, exploring the differences of the three components of working memory between the 55 MLD students and 56 students who are good at math （with 48 male students and 63 female students, average age was 11.97-year-old）. Then, according to the criteria of national math curriculum, math learning was further divided into two parts, that is, （a） counting and algebra, （b） space and geometry. The cognitive processing mechanism of various kinds of mathematics study was investigated. In the first study, a serial cognitive-behavior computerized tasks were composed to test the three components of working memory, such as, the stop signal task and Flanker’s tasks testifying the central executive function, N-back and Spatial Figure Position tasks testifying the visuo-spatial sketchpad, and the digit span and sentence span tasks which tested the phonological loop. The cognitive characteristics of the MLD students in some specific math leaning area were analyzed. In the second study, the author chose the specific math knowledge, Axial Symmetry and Centro Symmetry tasks from the space and geometry, which was learned by grade seven students, to discover the cognitive feature between the MLD group and the group who were good at math. The results showed that： （1） the MLD group performed poorer than the normal group in central executive s

关 键 词：初中生 数学学业不良 中央执行系统 视觉-空间模板 语音环路 数与代数 空间与几何 

分 类 号：B844[哲学宗教—发展与教育心理学]