初中数学学业不良学生视空工作记忆的相关研究

发布时间：2019-07-09 06:50

【摘要】：学业不良(学习困难)在教育心理学研究领域中占有重要地位,随着学业不良研究的不断深入,数学学业不良研究也逐渐成为研究者关注的热点。由于数学学业不良的定义尚未统一,目前研究者倾向将其分为相对学业不良和绝对学业不良,本研究采用相对学业不良的概念,故对数学学业不良的界定标准为：智力正常或较高但是数学学习成绩处于年级最低20%的学生,并排除有明显的感官缺陷,学习动机和情绪障碍导致的学业不良。研究采用九格图形空间位置范式和柯西积木矩阵范式,探讨了113名初一初二学生(初一63名,初二60名)中的数学学业不良学生(61名)和数学学习优秀学生(62名)的视空工作记忆能力,并采用N-back范式对两名初一数学学业不良学生的视空工作记忆进行为期20天的干预训练。研究内容：研究一采用九格任务,比较数学学业不良学生和优秀学生在该任务上的表现,以考察静态视空工作记忆能力；研究二采用柯西积木矩阵任务,比较数学学业不良学生和优秀学生在该任务上的表现,以考察动态视空工作记忆能力；研究三采用N-back范式对两名学生进行视空工作记忆的干预,比较两名学生干预前后视空能力和智力分数的变化,以考察干预方法的有效性。研究发现：一,在九格任务的表现上,数学学业不良学生显著差于数学学习优秀学生,且在该任务上的表现会随着年龄的发展而改善；二,在柯西积木任务的表现上,数学学业不良学生的表现显著差于数学学习优秀学生,但是该任务的表现并没有显著随着年龄的发展而变化；三,在短期训练之后,两名学生在九格任务上的表现都有显著改善,但是在柯西积木任务上的表现未见显著改善,在智力分数上的变化亦不明显。
[Abstract]:Academic disabilities (learning difficulties) play an important role in the field of educational psychology. With the deepening of the study of academic disabilities, the study of mathematical academic disabilities has gradually become the focus of researchers. Because the definition of mathematics academic impairment has not yet been unified, researchers tend to divide it into relative academic impairment and absolute academic retardation. In this study, the concept of relative academic impairment is adopted. Therefore, the definition of mathematics academic disability is as follows: students with normal or higher intelligence but with a minimum of 20% of mathematics academic performance in grade, and eliminating academic disabilities caused by obvious sensory defects, learning motivation and emotional disorders. In this study, the spatial position paradigm of nine squares graphics and Cauchy building block matrix paradigm were used to explore the visual working memory ability of 113 students with mathematics learning disabilities (61 students in junior high school and 60 students in the second year of junior high school) and 62 excellent students in mathematics learning. N-back paradigm was used to train the visual working memory of two junior high school students with mathematics learning disabilities for 20 days. Research contents: the first study used nine-case task to compare the performance of mathematics students with learning disabilities and excellent students in this task in order to investigate the static apparent working memory ability, the second study used Cauchy building block matrix task to compare the performance of students with mathematics learning disabilities and excellent students in this task, in order to investigate the dynamic visual space working memory ability. In the third study, N-back paradigm was used to intervene two students in visual working memory, and the changes of visual ability and intelligence score before and after intervention were compared in order to investigate the effectiveness of the intervention method. The results show that: first, in the performance of nine-case task, the performance of mathematics students with learning disabilities is significantly worse than that of excellent students in mathematics learning, and the performance of this task will be improved with the development of age. Second, in the performance of Cauchy building block task, the performance of students with mathematics learning disabilities is significantly worse than that of excellent students in mathematics learning, but the performance of this task does not change significantly with the development of age. Third, after short-term training, the performance of the two students on the nine-case task was significantly improved, but the performance of the Cauchy building block task was not significantly improved, and the change of intelligence score was not obvious.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G633.6;B844.2

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