数学学习困难学生的工作记忆训练研究

发布时间：2018-04-14 13:19

本文选题：数学学习困难 + 工作记忆训练　；参考：《内蒙古师范大学》2013年硕士论文

【摘要】：数学学习困难是学习困难研究的重要领域之一，从其产生到发展至今，对这一问题的研究逐渐集中于数学学习困难学生工作记忆等认知加工机制上。近年来，国外不断对各类人群进行了工作记忆训练研究，但训练内容繁多，很难区分出何种训练还是共同作用对测查项目产生了影响。本研究以Baddeley(1992)[1]的工作记忆模型为理论基础，对数学学习困难学生进行了工作记忆训练，详细地探讨了三种不同的策略训练、两种不同的工作记忆容量训练以及三种不同的中央执行功能训练对数学学习困难学生的工作记忆容量、工作记忆中央执行功能以及推理能力的影响。论文的实证部分分为三个研究，包括四个实验。统计方法采用了相关分析，多元回归分析，多元方差分析和单因素方差分析。研究一对159名被试的六项前测：数字工作记忆广度成绩，视空工作记忆广度成绩，抑制能力测试成绩，刷新能力测试成绩，转换能力测试成绩以及瑞文推理测试成绩进行了相关分析和回归分析。相关分析发现数字工作记忆除了与视空工作记忆以及推理能力没达到显著相关外，与其余的三项成绩都有显著相关；视空工作记忆与三项执行功能和推理能力也高度相关；三项执行功能彼此之间都有显著的相关性；三项执行功能与推理能力之间也显著相关。通过多元逐步回归分析发现与推理测验成绩相关最大的是视空工作记忆广度成绩，其次是转换能力测试成绩和刷新能力测试成绩。研究二包括三个实验，实验一探索三种不同的策略：复述策略、组块策略和联想策略训练对数学学习困难学生的影响；实验二检验数字工作记忆和视空工作记忆两种不同的训练对数学学习困难学生的影响；实验三检验三种工作记忆中央执行功能：抑制能力、刷新能力和转换能力训练对数学学习困难学生的影响。三个实验都有六项前测和后测（包括数字工作记忆广度、视空工作记忆广度、抑制能力、刷新能力、转换能力以及瑞文推理能力），在前测和后测之间，对被试施行不同的训练方式，训练期为四周。通过实验一发现复述策略和联想策略训练提高了被训练者的数字工作记忆容量，并改善了被训练者的刷新能力，但这样的训练效果没有迁移到被试的智力成绩上。组块策略训练后，未发现被训练者的工作记忆能力改善和智力成绩提高，这一结果与以往部分研究不一致。通过实验二发现数字工作记忆容量训练对数学学习困难学生的刷新能力改善有帮助，但其训练效果并未迁移到被训练者的智力成绩上，这与以往的研究结果不一致；而视空工作记忆容量训练虽然没有改善中央执行功能三个子功能的任何一种能力，但其对被训练者的智力成绩有显著提高。通过实验三发现抑制能力训练后，被训练者的数字工作记忆广度成绩和视空工作记忆广度成绩均未见显著提高，这也与以往研究的结果不相同。抑制能力训练后也未见被训练者的刷新能力和转换能力有显著改变。但刷新能力训练后，发现被训练者的数字工作记忆广度成绩有显著提高，而且还迁移到被训练者的推理能力上；转换能力训练后，发现了与刷新能力训练同样的结果。研究三在前面两个研究的基础上进行的。因为在实验一中发现了复述策略和联想策略是两种有效的策略；在实验二中发现刷新能力和转换能力训练效果可迁移到被试的智力成绩上。所以，研究三对比了不加策略的核心训练（只包含刷新训练和转换训练）和加策略的核心训练（包括刷新训练，转换训练，复述训练和联想训练）对被试的推理能力的影响，结果发现策略使用会使被训练者在适应性训练中更容易适应更高的训练程度，并且在瑞文推理成绩的提高上比不加策略的核心训练更显著。由此得出的结论是:复述策略，联想策略，，刷新能力以及转换能力相结合进行训练，可能对数学学习困难学生的影响更好；但因为执行功能与推理能力之间存在显著相关性，所以对训练结果在推理能力测试成绩上的迁移结果须谨慎解释，并有待于进一步的探索。
[Abstract]:The difficulty in learning mathematics is one of the important research fields of learning difficulties, from its emergence to development so far, the research on this problem has focused on mathematics learning difficulty students working memory and other cognitive processing mechanism. In recent years, foreign trained continuously working memory research on all kinds of people, but the training content is various, it is difficult to distinguish what kind of training or interaction on the items of impact. In this study, Baddeley (1992) [1]'s working memory model as the theoretical basis of the mathematics learning difficulty students are working memory training, discussed three different strategy training, two different working memory capacity and three different training the central executive function of working memory capacity training and learning difficulties students of mathematics, the central executive working memory function and reasoning ability.
The empirical part is divided into three studies, including four experiments. The statistical method using correlation analysis, multiple regression analysis, multivariate analysis of variance analysis and ANOVA.
A study on 159 subjects: Six pre test digital working memory span performance, visual spatial working memory span performance, inhibition test scores, refresh scores, the correlation analysis and regression analysis of conversion ability achievement test and raven reasoning test scores. The correlation analysis found that in addition to digital working memory and visual spatial working memory and reasoning ability are not significantly correlated, and the rest of the three scores are significantly related; as is highly related to spatial working memory and three executive function and reasoning ability; there is a significant correlation between the three executive function to each other; also a significant correlation between the three executive function and reasoning ability. By stepwise regression analysis and reasoning test scores is related to the maximum visual spatial working memory span performance, followed by conversion ability test scores and refresh scores.
The two study included three experiments, experiment to explore three different strategies: Retelling strategy, chunk strategy and association strategy training of students with learning difficulties in mathematics; experiment two check digit working memory and visual spatial working memory effects of two different training of mathematics learning difficulties students; experiment three test three central executive function of working memory, inhibition ability, refresh capability and transformation capability training and learning effect of difficult students in mathematics. Three experiments have six pretest and posttest (including digital working memory span, visual spatial working memory, inhibition ability, refresh ability, conversion ability and raven reasoning ability), in between before and after the test, the subjects performed different training methods, training for a period of four weeks.
Through the experiment that repeat strategy and association strategy training improved by digital working memory training, and improve the training of the refresh ability, but the training effect is not migrated to the subjects. Intellectual achievement block strategy training, training is not found in the working memory and improve intelligence to improve performance of these results and previous research are not consistent.
Through the experiment two digital working memory capacity training of students with learning difficulties in mathematics ability to help improve the refresh, but the training effect is not migrated to the student's intellectual achievement, which is not in accordance with the results of previous studies; and visuospatial working memory training although did not improve any ability of central executive function three the function, but it has significantly improved the student's intellectual achievements.
By the experiment of three inhibition ability training of trainers was found after digital working memory span performance and visual spatial working memory span performance was not significantly improved, this also with the previous research results are not the same. There is no inhibitory ability after training training ability and the ability to refresh conversion has changed significantly. But the refresh ability after training there is a significant increase, digital working memory span grades are training, but also to transfer the reasoning ability training; conversion ability training, ability training and refresh found the same results.
In three of two studies based on the front. As in Experiment 1 found repeat strategy and association strategy are two effective strategies; in the second experiment found that refresh capability and transformation capability training effect can transfer to the subjects of intellectual achievement. Therefore, the research on the three than without strategy core training (contains only refresh training and conversion training) and strategy training (including training core refresh, conversion training, training and training to retell the Lenovo) influence on the reasoning ability of subjects, the strategies used will be training in fitness training more easier to adapt to training. And without core training in Raven reasoning to improve the performance of the strategy is more significant. The conclusion is: Retelling strategy, association strategy, refresh ability and ability to combine conversion training on Mathematics Learning Better effect of difficulties students; but because there is a significant correlation between executive function and reasoning ability, so the result of training transfer in reasoning ability test scores in the results should be interpreted with caution, and needs to be further explored.

【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：O1-4;G442

【参考文献】