摘要
选取113名小学二年级儿童为被试,探讨了工作记忆广度对儿童算术认知策略的影响。结果表明:不同工作记忆广度儿童在出声、手动、心里数数、竖式、分解、凑整、猜测和放弃策略的选择频次上具有显著差异,在算术认知策略的执行上,差异明显;随着工作记忆广度的增加,出声策略表现出了波动型的变化曲线,手动、心里数数、凑整和猜测策略具有门槛型的变化趋势,竖式、分解和放弃策略呈现出阶梯状的变化特点。这些结果说明,儿童算术认知策略表现受到其工作记忆容量明显的限制性作用。
The influence of working memory span on children＇s arithmetical strategies was examined in a sample of 113 primary school children in grade 2. The resuhs indicated that the strategies selection of children with different span had significant difference. These strategies included speaking-aloud, hand-moving, count-in-mind, vertical-formula, decomposition, make-up-the-number, guessing and quit. The execution of the strategies of different span children was also distinct. When the span was aligned from the lowest to the highest, selection of speaking-aloud strategy showed a shape of wave, and the hand-moving, count-in-mind and guess indicated threshold trends, and the vertical-formula, decomposition and quit had the traits of ladder. Chiefly, the performances of children＇ s arithmetical cognitive strategies were obviously limited to their working memory capacity.
出处
《心理发展与教育》
CSSCI
北大核心
2006年第2期29-35,共7页
Psychological Development and Education
基金
国家自然科学基金(批准号:30270475)
教育部人文社会科学重点学科基地项目(项目号:02JAZJDXLX002)
北京市教育科学"十五"规划项目
关键词
儿童
工作记忆广度
算术
认知策略
child
working memory span
arithmetic
cognitive strategy
