心理学报
心理學報
심이학보
Acta Psychologica Sinica
2014年
8期
1112~1123
,共null页
儿童 动态测验 数学学习困难（MD） 最近发展区（ZPD） Swanson认知加工测验（S-CPT）
兒童 動態測驗 數學學習睏難（MD） 最近髮展區（ZPD） Swanson認知加工測驗（S-CPT）
인동 동태측험 수학학습곤난（MD） 최근발전구（ZPD） Swanson인지가공측험（S-CPT）
children; dynamic assessment; mathematical learning disabilities （MD）; Zone of proximal development （ZPD）; Swanson Cognitive Processing Testing （S-CPT）
本研究意在考查动态测验对数学学习困难儿童作进一步程度区分的有效性。以传统且常用的数学学习困难鉴别方式和标准选取30名四年级数学学习困难儿童为实验组,30名同年级智力匹配儿童为对照组,以Swanson认知加工测验（S-CPT）的4个子测验为测量工具对被试进行动态测验。结果发现：（1）在传统数学学习困难鉴别方式的基础上,动态测验的“潜在认知能力”指标可以对儿童数学成绩增加19%的预测力;（2）以“潜在认知能力”指标为依据能够将数学学习困难儿童进一步区分为“发展落后”和“发展缺陷”两个水平;（3）“发展落后”儿童一年内数学成绩发生了增长性变化,与正常儿童水平相当,而“发展缺陷”儿童的数学成绩没有变化。研究证实关注潜能指标的动态测验范式在快速、准确甄别数学学习困难儿童上具有独特效用。
本研究意在攷查動態測驗對數學學習睏難兒童作進一步程度區分的有效性。以傳統且常用的數學學習睏難鑒彆方式和標準選取30名四年級數學學習睏難兒童為實驗組,30名同年級智力匹配兒童為對照組,以Swanson認知加工測驗（S-CPT）的4箇子測驗為測量工具對被試進行動態測驗。結果髮現：（1）在傳統數學學習睏難鑒彆方式的基礎上,動態測驗的“潛在認知能力”指標可以對兒童數學成績增加19%的預測力;（2）以“潛在認知能力”指標為依據能夠將數學學習睏難兒童進一步區分為“髮展落後”和“髮展缺陷”兩箇水平;（3）“髮展落後”兒童一年內數學成績髮生瞭增長性變化,與正常兒童水平相噹,而“髮展缺陷”兒童的數學成績沒有變化。研究證實關註潛能指標的動態測驗範式在快速、準確甄彆數學學習睏難兒童上具有獨特效用。
본연구의재고사동태측험대수학학습곤난인동작진일보정도구분적유효성。이전통차상용적수학학습곤난감별방식화표준선취30명사년급수학학습곤난인동위실험조,30명동년급지력필배인동위대조조,이Swanson인지가공측험（S-CPT）적4개자측험위측량공구대피시진행동태측험。결과발현：（1）재전통수학학습곤난감별방식적기출상,동태측험적“잠재인지능력”지표가이대인동수학성적증가19%적예측력;（2）이“잠재인지능력”지표위의거능구장수학학습곤난인동진일보구분위“발전락후”화“발전결함”량개수평;（3）“발전락후”인동일년내수학성적발생료증장성변화,여정상인동수평상당,이“발전결함”인동적수학성적몰유변화。연구증실관주잠능지표적동태측험범식재쾌속、준학견별수학학습곤난인동상구유독특효용。
The commonly used grade-level discrepancy assessment, which relies on achievement test scores to identify children with mathematics learning disabilities （MLD or MD）, can be biased and its effectiveness varies across children＇s cognitive levels, educational backgrounds of families, school contexts, and children＇s learning styles. As a consequence, the identification of children with MD often lacks accuracy. With an integration of interventions and interactive evaluation, dynamic assessment is developed to identify children＇s potential for learning which is less influenced by their family and school backgrounds mentioned above. Unlike traditional achievement tests, dynamic assessment applies new criterion on MD that focus on children＇s potential for learning mathematics and can reduce abovekmentioned unfavorable effect to some extent. The current study attempted to demonstrate that the addition of dynamic assessment to traditional achievement tests can help identify MD children and the subgroups of MD children with increased accuracy and objectivity. Dynamic assessment has a unique effect on rapid and accurate identifying children with mathematics learning disabilities. Following the standard orientation model proposed by Proctor and Prevatt （2003）, the treatment group included 30 fourth-grade children with mathematics learning disabilities, while the control group consisted of 30 children who were matched on Raven intelligence test scores. Four subtests （Rhyming Words, Auditory Digit Sequence, Visual Matrix and Mapping and Directions） of the ＂Swanson Cognitive Processing Test （S-CPT）＂ were administrated to assess children＇s working memory. The assessment included initial score, gain score, maintain score, difference score, stable score, guide score and strategy score, collected in four phases： pretest, intervention, posttest, and delayed posttest. The differences in work memory task scores before and after the dynamic interventions, were used to categorize the 30 children in the treatment group into different subgroups. The results of factor analyses revealed two factors （original cognitive abilities and potential cognitive abilities）, with the factor of potential cognitive abilities explained additional 19% of variance in children＇s mathematics achievement. By integrating the factor of potential cognitive abilities as a core criterion, the initial group of 30 MD children can be further categorized into two subgroups： insufficient development group （n = 1 I, 37%） and developing deficit group （n = 19, 63%）. The insufficient development subgroup differed from the developing deficit subgroup in several ways, including higher gain score, maintain score, stable score, difference score and guide score scores that were comparable to normal children and improved mathematics achievement test scores after one year. These findings point to the benefit of using dynamic assessment to identify subgroups of MD children, in comparison to traditional achievement tests which failed to distinguish the insufficient development subgroup from the developing deficit subgroup. In conclusion, by integrating interventions and interactive evaluations, dynamic assessment provides a unique way to explore children＇s potential for learning that cannot be captured by traditional achievement tests. In addition, dynamic assessment complements traditional achievement tests by identifying subgroups of MD children： the insufficient development subgroup and the developing deficit subgroup; the first subgroups may otherwise be mis-labeled as learning disable children when using traditional achievement tests alone. The identification of subgroups of MD children can also lead to diversified intervention effort that may be more effective for one subgroup but not the other.
