不同类型数学任务的PASS认知加工发展特点  

The Developmental Features of PASS Cognitive Processes in Different Mathematical Skills

作　　者：周璇[1] 蔡丹[1] 

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《心理科学》2016年第6期1391-1397,共7页Journal of Psychological Science

基　　金：国家自然科学基金青年项目(31600906);2016年上海市教育科学研究一般项目(C16011);2016年上海市浦江人才计划(16PJC070)的资助

摘　　要：PASS理论是由Das和Naglierl提出的关于智力理论的一种认知过程理论。研究采用以PASS理论为基础编制而成的认知评估系统（第二版简版，CAS-2B）为研究工具，选取226名二年级、四年级以及七年级的学生，探讨PASS过程在数学计算流畅性，数学问题解决及数学推理等不同数学任务中的作用。研究结果显示：PASS模型各过程在三个年级的不同数学任务上各有侧重。在数学推理任务中，同时性加工对三个年级的数学推理任务预测显著，解释率为15％～17％，注意过程只在二年级对学生的数学推理任务预测；在数学计算流畅性任务中，注意过程随着年级的升高，其预测作用逐渐减退，解释率为5％～24％，计划功能的作用随年级的升高而逐渐突显；在数学问题解决任务中，继时性加工与注意功能对二年级预测显著，四年级时突显了计划和同时性加工的作用。不同复杂性的数学任务具有不同的认知特点，编码加工过程对于较复杂数学任务作用明显；计划与注意过程对简单数学任务作用明显。研究结果为今后不同年级学生开展有针对性的数学训练提供了理论基础。PASS theory was the cognitive processing intelligence theory developed by Das and Naglieri. The theory framework consisted of Plarming- Attention- Simultaneous Processes- Successive Processes （PASS）. High correlations were shown to exist between the cognitive processes of PASS and mathematical ability, and regression analysis indicated that the powerful predictors of mathematical achievements were at the lower levels of PASS in low grades, while higher levels of PASS had more effects on the mathematical achievements in high grades. According to the previous studies, planning was found to be significantly related to mathematical tasks and the highest correlation was found between planning and arithmetic problems. Attention exerted great impact on the equation listing performance. Simultaneous processing and successive processing were necessary in all grades. Although studies showed that different cognitive processes were significant predictors of mathematical learning, much less was known about their contribution to different types of mathematical performance. Actually, different cognitive processes of PASS differently predicted different kinds of mathematical performances. The purpose of this study was to examine the role of four cognitive processes in three mathematical tasks and to explore the different cognitive characteristics in different fields of mathematical learning. This study employed the Cognitive Assessment system-2B （CAS-2B）, the manipulation tool of PASS theory and selected the 226 students from grade 2, grade 4 and grade 7 to explore the features of PASS in the three tasks, that is, calculation fluency, math problem-solving and mathematical reasoning. The results suggested that different cognitive processes of PASS acted differently in three different grades and in three different mathematical tasks. In the math reasoning task, simultaneous processing played an extremely important role in all three grades, accounted for 15% ~ 17% unique variance, and attention process only in grade 2 serv

关 键 词：计划-注意-同时性加工-继时性加工(PASS)过程 数学推理 计算流畅性 数学问题解决 

分 类 号：B842.1[哲学宗教—基础心理学]