CAJ | 학술논문

研究选取上海111名（男生48名, 女生63名, 平均年龄11.97岁）初中学生（数学学业不良学生55名与数学学业优秀学生56名）, 根据国家数学课程标准, 将数学划分为数与代数、空间与几何两部分, 又从空间与几何领域中选取初一数学学业知识点—— 轴对称和中心对称图形, 分析在不同内容知识领域的解答过程中所涉及的工作记忆成分。结果发现：（1）数与代数学习需要中央执行系统、视觉-空间模板、语音环路三个成分的共同作用; 空间与几何学习主要受到视觉-空间模板和中央执行系统的影响, 但不存在语音环路的影响。（2）对轴对称与中心对称图形任务的成绩影响最大的是视觉-空间模板, 其次是中央执行系统, 语音环路对该任务作用不明显。两个研究说明工作记忆在初中不同年级的各类数学学业任务中具有不同的作用, 中央执行系统和视觉-空间模板相对更具有普遍性作用, 语音环路具有特殊性作用, 并且随着年龄增高, 视觉－空间模板对数学学业任务的作用更为突显。
연구선취상해111명（남생48명, 녀생63명, 평균년령11.97세）초중학생（수학학업불량학생55명여수학학업우수학생56명）, 근거국가수학과정표준, 장수학화분위수여대수、공간여궤하량부분, 우종공간여궤하영역중선취초일수학학업지식점—— 축대칭화중심대칭도형, 분석재불동내용지식영역적해답과정중소섭급적공작기억성분。결과발현：（1）수여대수학습수요중앙집행계통、시각-공간모판、어음배로삼개성분적공동작용; 공간여궤하학습주요수도시각-공간모판화중앙집행계통적영향, 단불존재어음배로적영향。（2）대축대칭여중심대칭도형임무적성적영향최대적시시각-공간모판, 기차시중앙집행계통, 어음배로대해임무작용불명현。량개연구설명공작기억재초중불동년급적각류수학학업임무중구유불동적작용, 중앙집행계통화시각-공간모판상대경구유보편성작용, 어음배로구유특수성작용, 병차수착년령증고, 시각－공간모판대수학학업임무적작용경위돌현。
Mathematics learning disability （MLD） is an important area of learning disability. Now there emerging a leading paradigm for carrying out research on MLD from the viewpoint of online information processing, and more and more studies focused on discussing the cognitive processing mechanism of MLD. The definition and screening methods of the MLD are still in dispute, therefore it needs further research to explore the different information processing features of different kinds of mathematics. Based on the three-factor model put forward by Baddeley and Hitch （1974）, this study designed the experiment tasks of central executive system, visuo-spatial sketchpad and phonological loop, exploring the differences of the three components of working memory between the 55 MLD students and 56 students who are good at math （with 48 male students and 63 female students, average age was 11.97-year-old）. Then, according to the criteria of national math curriculum, math learning was further divided into two parts, that is, （a） counting and algebra, （b） space and geometry. The cognitive processing mechanism of various kinds of mathematics study was investigated. In the first study, a serial cognitive-behavior computerized tasks were composed to test the three components of working memory, such as, the stop signal task and Flanker’s tasks testifying the central executive function, N-back and Spatial Figure Position tasks testifying the visuo-spatial sketchpad, and the digit span and sentence span tasks which tested the phonological loop. The cognitive characteristics of the MLD students in some specific math leaning area were analyzed. In the second study, the author chose the specific math knowledge, Axial Symmetry and Centro Symmetry tasks from the space and geometry, which was learned by grade seven students, to discover the cognitive feature between the MLD group and the group who were good at math. The results showed that：（1） the MLD group performed poorer than the normal group in central executive system, visuo-spatial sketchpad and phonological loop, indicating the WM deficits among the MLD students was domain-general. （2） the working memory deficit in the MLD students was domain general, but various kinds of math learning belonged to different cognitive processing mechanism. The tasks of counting and algebra were influenced by the combined role played by the central executive system, visuo-spatial sketchpad and phonological loop; the tasks of space and geometry were influenced by the central executive system, visuo-spatial sketchpad instead of phonological loop. （3） visuo-spatial sketchpad predicted the performance of Axial Symmetry and Centro symmetry tasks, then followed by central executive system, and phonological loop had little effect to this task. The second stud testified the specificity of phonological loop, and the impact to geometry exerted by visuo-spatial sketchpad was obvious. This indicated that during math learning, working memory was not only domain specific but also domain general. The central executive system, visuo-spatial sketchpad were characterized by domain generality and phonological loop was characterized by domain specificity.