认知行为团体训练与脑电生物反馈训练对提高小学儿童注意力的效果研究

发布时间：2018-02-25 20:30

本文关键词： 小学儿童注意力脑电生物反馈训练认知行为团体训练　出处：《江西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：8、9岁的小学儿童,是心理发展中的一个重要转折时期,他们进入学校后,学习活动就逐渐取代游戏活动成为儿童主要的活动形式,并对儿童的心理产生重大的影响。而注意力是他们有效学习的重要基础。儿童注意力的发展主要与两个方面有关:一是儿童本身心理发展的成熟。二是环境与教育的作用。随着社会的发展和教育的普及使大众对小学儿童教育越来越重视,有意识的对儿童进行注意力提升训练正逐渐成为家长与老师的关注重点,有针对性的注意力提升训练应运而生,本研究主要从脑电生物反馈训练和认知行为团体训练两个方面出发,并结合两种训练模式对被试儿童进行注意力训练,考察三类注意力训练模式的可行性以及有效性。实验被试为湖南省娄底市40名小学三年级儿童,年龄在9岁左右,随机分为四组,每组10名。实验组一进行脑电生物反馈训练,实验组二进行认知行为团体训练,实验组三进行脑电生物反馈和认知行为团体的综合训练,对照组不做训练。训练时间为8周,每周2次,共16次。结果如下:1、结果显示通过脑电生理测量仪测量出来的注意力指数与通过《中小学生注意力测验》量表测出来注意力分数之间存在明显的相关,表明这两类指标的吻合度高,都能有效检测被试的注意力水平,因此具有良好的信度和效度。2、脑电生物反馈训练和认知行为团体训练对注意力都有提高,但是各自提高的侧重点不同。通过脑电生物反馈训练,被试儿童大脑的自我调节功能得到显著提高。通过认知行为团体训练,儿童注意指标显著提高。对照组的被试儿童,注意力三项指标都没有提高。3、综合训练的效果和单一训练方式差异显著,综合训练要优于单一训练,说明从不同的方面进行训练,弥补相互的不足之处,相辅相成,能取得更好的效果。4、实验结果表明,小学三年级儿童的注意力是可训练的。两种训练方式都显著提高了注意力测验分数,进一步说明了注意力和大脑控制能力之间的密切关系。
[Abstract]:Primary school children aged 8 or 9 are an important turning point in their psychological development. After they enter school, learning activities gradually replace play activities as the main form of activities for children. The development of children's attention is mainly related to two aspects: one is the maturity of children's own psychological development, the other is environment and teaching. With the development of society and the popularization of education, people pay more and more attention to the education of primary school children. Conscious attention raising training for children is gradually becoming the focus of attention of parents and teachers. In this study, two aspects of EEG biofeedback training and cognitive behavior group training were studied, and two training models were used to train the children's attention. To investigate the feasibility and effectiveness of three kinds of attention training models, the subjects were 40 third-grade children in Loudi, Hunan Province, aged about 9 years. The subjects were randomly divided into four groups, 10 in each group. The experimental group 1 received EEG biofeedback training. The second group received cognitive behavior group training, the third group received EEG biofeedback and cognitive behavior group comprehensive training, the control group did not. The training time was 8 weeks, twice a week. The results were as follows: 1: 1. The results showed that there was a significant correlation between the attention index measured by the electrophysiological instrument and the attention score measured by the attention Test for Primary and Middle School students. The results showed that the two kinds of indexes were in good agreement and could effectively detect the attention level of the subjects, so they had good reliability and validity. Both EEG biofeedback training and cognitive behavior group training improved attention. Through EEG biofeedback training, the brain self-regulation function of the children was significantly improved. Through the cognitive behavior group training, the children's attention index was significantly improved. The effect of comprehensive training and the single training method are significantly different. The comprehensive training is better than the single training, which shows that the training should be carried out from different aspects to make up for each other's shortcomings and complement each other. The experimental results show that the attention of the third grade children is trainable. Both of the two training methods have significantly improved the attention test scores and further explained the close relationship between attention and brain control ability.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.3

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