CAJ | 학술논문

本研究从工作记忆容量的角度入手，探讨数学焦虑对工作记忆子系统及数学心算成绩的影响，并寻求三者之间关系的理论解释。本研究为3×2×2混合实验设计，即三组被试（高、中、低数学焦虑组）、工作记忆两个子系统（言语工作记忆和视空间工作记忆）和两种数学心算任务难度，并记录数学心算的反应时和正确率作为其成绩指标。结果表明在要求较高工作记忆容量的数学心算任务中，数学焦虑通过言语工作记忆和视空间工作记忆都会对数学心算成绩产生影响，其中视空间工作记忆是数学焦虑与复杂数学心算反应时之间的中介变量。
본연구종공작기억용량적각도입수，탐토수학초필대공작기억자계통급수학심산성적적영향，병심구삼자지간관계적이론해석。본연구위3×2×2혼합실험설계，즉삼조피시（고、중、저수학초필조）、공작기억량개자계통（언어공작기억화시공간공작기억）화량충수학심산임무난도，병기록수학심산적반응시화정학솔작위기성적지표。결과표명재요구교고공작기억용량적수학심산임무중，수학초필통과언어공작기억화시공간공작기억도회대수학심산성적산생영향，기중시공간공작기억시수학초필여복잡수학심산반응시지간적중개변량。
Mathematics anxiety not only affects the development of individual emotion, but also affects the development of individual mathematics cognition. Ashcraft et al. （1994, 1998） attempted to develop a program of research that examines the possible cognitive consequences and correlates of mathematics anxiety and they obtained a lot of valuable results. But there are still ambiguities. For example, it is unclear which working memory subsystem is greatly impacted by the mathematics anxiety and how mathematics anxiety impacts on mental arithmetic achievement. In this article, we discuss the effects of mathematics anxiety on working memory subsystems and mental arithmetic from work memory capacity. And then, we seek the theoretical explanations that can explain the relationship. It＇s 3 × 2 ×2 mixed design： mathematics anxiety （high, medium, low）, working memory （the phonological loop, the visuospatial sketchpad）, and the mental arithmetic tasks. Mathematics anxiety was measured in classrooms by group testing. The working memory subsystem and mental arithmetic task were measured in a quiet laboratory using the computer by individual testing. And the reaction time and accuracy are regarded as the mental arithmetic performance index. The experimental results indicate that mathematics anxiety has a greater impact on the visual - spatial working memory. In mental arithmetic tasks that request high work memory capacity, mathematics anxiety is negatively correlated with the mental arithmetic achievement, and mathematics anxiety can influence mental arithmetic achievement by the phonological loop and the visuospatial sketchpad, and that the visuospatial sketchpad is the medium variable between mathematics anxiety and mental a- rithmetic （carry） reaction time. According to these findings, we can integrate the processing efficiency theory proposed by Eysenck and Calvo （1992） and the inhibition theory proposed by Hasher and Zack （ 1991 ） to explain what we discovered in this experiment. That is, for those who are in high mathematics anxiety, their mandatory thoughts or fear and other negative emotions can struggle due to the limited processing resources in working memory with ongoing cognitive tasks, and then reaction time will increase or accuracy will cut. That is to say, the cognitive efficiency reduces. From the perspective of inhibition, we also can say those who are in high mathematics anxiety are confronted with some difficulties including failure of inhibition of these ideas. But the arousal - performance function theory can＇t be used to explain these findings. It may indicate that the mathematics anxiety is a special type of anxiety. It may also be associated with the mathematics achievement evaluation index used in the experiment （the reaction time and accuracy of mental arithmetic task, rather than the students＇exam results）.