心理科学
心理科學
심이과학
Psychological Science
2011年
5期
1085~1089
,共null页
数学学习困难 短时记忆广度 工作记忆广度 初中生
數學學習睏難 短時記憶廣度 工作記憶廣度 初中生
수학학습곤난 단시기억엄도 공작기억엄도 초중생
math learning disability （MLD）, short-term memory span, working memory span, junior students
记忆广度包括短时记忆广度和工作记忆广度，为揭示数学学习困难学生认知缺损特点，筛选103名初中生（平均年龄12．57岁），比较数学困难学生（49名）与数学优秀学生（54名）的记忆广度差异，通过词语系列任务、阅读广度任务以及倒背数字任务，分别测查短时记忆、言语工作记忆以及数字工作记忆。结果发现，数困组与优秀组的学生在词语系列任务中没有显著差异（t=-1．59，P〉．05），在阅读广度任务中，具有显著差异（t=-2．38，P〈0．05），在倒背数字任务中具有极其显著的差异（t=-4．69，P〈．01）。阅读广度和倒背数字之间具有显著相关（r=．24，p〈．05），词语系列任务与阅读广度（r=．19，P〉．05）和倒背数字任务（r=．05，P〉．05）之间不存在显著相关。研究表明，在具有干扰情况的任务更能有效预测数学成绩，数学学习困难的认知缺损主要是对抗干扰的能力不足，而非简单的短时记忆广度。
記憶廣度包括短時記憶廣度和工作記憶廣度，為揭示數學學習睏難學生認知缺損特點，篩選103名初中生（平均年齡12．57歲），比較數學睏難學生（49名）與數學優秀學生（54名）的記憶廣度差異，通過詞語繫列任務、閱讀廣度任務以及倒揹數字任務，分彆測查短時記憶、言語工作記憶以及數字工作記憶。結果髮現，數睏組與優秀組的學生在詞語繫列任務中沒有顯著差異（t=-1．59，P〉．05），在閱讀廣度任務中，具有顯著差異（t=-2．38，P〈0．05），在倒揹數字任務中具有極其顯著的差異（t=-4．69，P〈．01）。閱讀廣度和倒揹數字之間具有顯著相關（r=．24，p〈．05），詞語繫列任務與閱讀廣度（r=．19，P〉．05）和倒揹數字任務（r=．05，P〉．05）之間不存在顯著相關。研究錶明，在具有榦擾情況的任務更能有效預測數學成績，數學學習睏難的認知缺損主要是對抗榦擾的能力不足，而非簡單的短時記憶廣度。
기억엄도포괄단시기억엄도화공작기억엄도，위게시수학학습곤난학생인지결손특점，사선103명초중생（평균년령12．57세），비교수학곤난학생（49명）여수학우수학생（54명）적기억엄도차이，통과사어계렬임무、열독엄도임무이급도배수자임무，분별측사단시기억、언어공작기억이급수자공작기억。결과발현，수곤조여우수조적학생재사어계렬임무중몰유현저차이（t=-1．59，P〉．05），재열독엄도임무중，구유현저차이（t=-2．38，P〈0．05），재도배수자임무중구유겁기현저적차이（t=-4．69，P〈．01）。열독엄도화도배수자지간구유현저상관（r=．24，p〈．05），사어계렬임무여열독엄도（r=．19，P〉．05）화도배수자임무（r=．05，P〉．05）지간불존재현저상관。연구표명，재구유간우정황적임무경능유효예측수학성적，수학학습곤난적인지결손주요시대항간우적능력불족，이비간단적단시기억엄도。
The study was supposed to discover the cognitive processing mechanism of MLD. Math learning disability （MLD） is an important area of learning disability, accounting for a large percentage of students in the middle schools. Now there emerges a leading paradigm for carrying out research on MLD from the viewpoint of information processing. The study was designed to find out whether the MLD students have deficit in the short-term memory span or the working memory span. The criteria for defining the MLD or math learning disorder of this study was： the math score was lower than 20% of the total score, with normal IQ, and without the obvious organic deficit, emotional disorder and learning motivation disorder. 103 students participated in the study, with 49 MLD students and 54 students who were good at math （with an average age of 12.57 years）. The study designed three experiments such as the word series task to measure short-term memory, the reading span task to measure phonological working memory, and the backward digit span task to measure digit working memory. The reading span task was designed on the computer by the E-prime software, while the other two tasks were oral tests. Each participant spent 30 minutes finishing the experiments with the guidance of psychological graduate students. The results of the study showed： （1） there was no significant difference between two groups in the word series task （ t = - 1.59, p 〉. 05）, but significant difference between two groups in the reading span tasks （ t = - 2.38, p 〈, 05） aswell as the backward digit span task （t =-4.69, p〈. 01）. （2） Correlation analysis showed the reading span task and the backward digit span task had high correlations （ r =. 24, p 〈. 05）, and the word series task had low correlation with the reading span task （r =. 19, p 〉. 05） and backward digit slSan task （r =. 05, p 〉. 05）. （3） The regression analysis indicated that the backward digit span task which measured digit working memory can could better predict math achievement than the other two tasks which measured short-term memory and reading working memory. （4） The developmental trend of memory span among the junior middle school students was not significant. To conclude, MLD students couldn＇t finish the tasks with high loaded working memory demand, but they were able to finish some simple cognitive tasks such as the short-term memory task, which meant that the counter interference and attention control abilities deficit were the core deficit in the MLD.
