2～4年级儿童工作记忆发展对英语和语文学业成就的影响  

The Contribution of Specific Working Memory Components to Academic Achievement of Chinese and English Learning in Chinese 2 to 4 Graders

作　　者：王晓丽[1] 祁涓[1] 孙志凤[2] 

机构地区：[1]西北师范大学心理学院,兰州730070 [2]南京大学教育研究院,南京210093

出　　处：《心理研究》2014年第4期26-33,共8页Psychological Research

基　　金：全国教育规划教育部青年项目(EBA100363);西北师范大学青年科研能力提升计划项目

摘　　要：为了探讨2～4年级儿童工作记忆发展对英语和语文学业成就的具体影响作用,本文以Baddeley工作记忆三成分模型为理论依据,选取170名小学2～4年级儿童为被试进行研究.结果发现,2年级儿童英语学业成就受语音环路和视觉空间模板的影响,语文学业成就受语音环路和中央执行系统的影响.在3年级,视觉空间模板对儿童英语学业成就有显著影响,语音环路对语文学业成就有显著影响.4年级儿童的英语和语文学业成就都主要依赖于中央执行系统.总之,随着年级的增长,儿童在英语和语文学习中依赖的工作记忆成分,由具有储存功能的语音环路和视觉空间模板转向中央执行系统.The contribution of the three components of working memory to the academic achievement of Chinese and English learning in Chinese primary school student was explored this study. 170 children grade 2, 3 and 4 were assessed using working memory measurements. Chinese （native language） and English （second language） academic achievements were assessed with school exam scores. For 2ed graders, phonological loop and visuospatinal pad components predicted English achievement and phonological and central executive components predicted Chinese achievement. For 3rd graders, visualspatial pad predicted English achievement and phonological loop predicted Chinese achievement. For 4th graders, central execu- tive component became only predictor for both Chinese and English. The results suggested with increasing of grade, the working memory components contributing to academic achievement of Chinese native language and English as second language learning changed from domain specific storage to domain general central executive. Implications for teaching and learning are discussed.

关 键 词：儿童 工作记忆 语文学业成就 英语学业成就 

分 类 号：B842.3[哲学宗教—基础心理学]