从CHC理论角度探析认知评估系统——基于探索性因素分析的方法  

Exploration and Analysis of the Cognitive Assessment System by CHC Model——Based on Exploring Factor Analysis

作　　者：陈蓓[1] 赵微[1] 

机构地区：[1]陕西师范大学教育学院

出　　处：《上海教育评估研究》2016年第2期5-10,共6页Shanghai Journal of Educational Evaluation

摘　　要：PASS(Plan Attention Simultaneous Successive Processing)理论和CHC(Cattell-HornCarroll)理论是最近50年提出的两种不同的认知理论,它们从不同角度和层面为现代智力发展研究提供了理论和方法的指导。认知评估系统(CAS)是根据PASS理论构建的。本文试图通过探索性因素分析,结合CHC理论对CAS做相关统计分析,对学习困难儿童的筛选和干预提出建议。PASS （Plan Attention Simultaneous Successive Processing） and CHC （Cattell-Horn- Carroll） are two theories presented for human cognition at the last 50 years. The two theories gave the researches of cognition science with theoretic and methodological supervision by different viewpoints and layers. The Cognitive Assessment System （CAS） was constructed based on the theory of PASS. The paper tries to make a statistical analysis by combining CHC theory and using exploring factor analyzing method. Based on the conclusions obtained suggestions are presented on screening and intervention of those children who have learning disability.

关 键 词：认知能力 PASS CHC理论 探索性因素分析 学习困难儿童 

分 类 号：G40-057[文化科学—教育学原理] G40-058.1[文化科学—教育学]