摘要
为揭示数学学习困难学生的认知过程加工特点,筛选上海111名初中生(男生46名,女生68名,平均年龄11.97岁)比较数学困难学生(55名)与数学优秀学生(56名)的中央执行系统的表现差异,通过反应停止任务和Flanker任务考察抑制能力以及注意控制能力。结果发现各种抑制和注意控制条件下,数困组学生的正确率低于数优组;在具有干扰情况下的成绩更能有效预测数学成绩;中央执行系统能力在初中总体具有上升发展趋势,数困生的发展具有波动性。因此,数学学习困难在中央执行系统中的缺损主要是对抗干扰的能力不足,而非简单的加工速度。
The study was supposed to discover the cognitive processing mechanism of MLD （Math learning disability）.MLD is an important area of learning disability involving a large percentage of middle school students.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 MLD students have domain-general deficit in the cognitive processing when they solve math problems or whether they have a specific mechanism.The criteria of this study for MLD or math learning disorder are the math score lower than 20% of the total score, normal IQ,no obvious organic deficit,no emotional disorder or learning motivation disorder.Based on the three-factor model put forward by Baddeley and Hitch（1974）,this study designed the experiment tasks of the stop signal task and Flanker tasks to explore the differences of the central executive system of working memory.111 students participated in the study,with 55 MLD students and 56 students good at math（with 46 males and 68 females students and an average age of 11.97 years）.The tasks were designed on the computer by E-prime software.Each participant spent 30 minutes finishing the experiments with the guidance of psychological graduate students.The results of the Stop signal task showed that MLD students had lower score than students good at math in the conditions of SOA10ms （t=-3.48,p.01）,SOA70ms（t=-4.08,p.001）,SOA150ms（t=-3.11,p.01） and SOA230ms （t=-2.28,p.05）,but with no significant difference on the condition of SOA300ms（t=-1.586,p0.05）.The results of Flanker tasks showed two groups had significant difference in the accuracy of tasks（t=-4.05,p.001）.The regression analysis indicated that the interference conditions can better predict math achievement than the conditions without interference.The developmental trend of central executive ability among the junior high school students grew with age,but two groups had different shapes.The students good at math developed smoothly but the MLD students fluctuated in the 7-grade.The conclusion of the study was that MLD students couldn＇t finish the tasks with highly-loaded working memory demand,but they were capable of finishing some simple cognitive tasks,which meant that the counter interference and attention control abilities deficit was the core deficit in MLD.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第2期361-366,共6页
Journal of Psychological Science
基金
上海市教育科学重点研究项目"PASS认知过程评估及其在小学生学习困难鉴定和干预中的应用"(A0820)基金项目的资助
关键词
数学学习困难
中央执行系统
抑制
注意控制
初中生
math learning disability（MLD）
central executive system
inhibitory ability
executive attention control
junior students
