数学学习困难藏族初中生的工作记忆特征

发布时间：2018-02-28 16:17

本文关键词： 数学学习困难藏族初中生工作记忆 Flanker任务 n-back任务　出处：《西藏大学》2017年硕士论文　论文类型：学位论文

【摘要】：数学学习困难,简称为MLD,作为学习困难的一种重要的亚类型,他们在学生整体中占有很大的比例。近些年来,关于数学学习困难的研究受到了广大心理学学者以及教育学者们的极大关注。纵观国内外的相关研究发现,对于数学学习困难的研究主要涉及到MLD定义、诊断标准、困难的表现、成因、分类,以及内在认知机制等方面。尤其随着对信息加工思想的深入研究,研究者对MLD的认知加工机制的研究日益成为其探讨的重点。近年,关于数学学习困难(MLD)与工作记忆(WM)的研究越来越多。本研究基于Baddeley和Hitch的工作记忆三成分模型理论,通过Flanker任务,n-back的空间和言语任务,探讨了西藏藏族初中生数学学习困难与工作记忆系统中的中央执行功能、视觉-空间模板、语音环路三个子成分的内在联系。论文包括四项研究:1)比较数学学习困难学生与数学优秀生在中央执行系统方面的差异,系统考察数学学习困难学生的中央执行系统的特点;2)比较数学学习困难学生与数学优秀生在视觉-空间模板方面的差异,系统考察数学学习困难学生的视觉-空间模板的特点;3)比较数学学习困难学生与数学优秀生在语音回路方面的差异,系统考察数学学习困难学生的语音回路的特点;4)探讨在初中阶段工作记忆能力随着年级增长的发展变化趋势以及与数学能力发展的关系。研究发现:(1)在中央执行任务中,数困生在冲突条件下的正确率显著低于优秀生;在视觉-空间模板上,数困组学生在1-back和2-back条件下的正确率均显著低于优秀组学生;数困组学生在2-back条件下反应时也显著长于优秀组;在语音回路上,数困组学生在2-back条件下正确率显著低于优秀组学生。(2)年级和组别间的交互作用分析发现,在Flanker任务中,在一致条件下和冲突条件的反应时上,年级主效应均显著,九年级显著低于七年级、八年级学生;年级与组别交互作用均不显著;冲突条件下的正确率年级主效应显著,九年级显著高于七年级、八年级,年级和组别交互作用不显著。在n-back空间任务中,1-back的反应时上,年级主效应显著,九年级显著低于七年级学生,年级与组别的交互作用不显著;1-back正确率上年级和组别的交互作用不显著。2-back反应时上年级主效应显著,七年级显著大于八年级、九年级学生,年级与组别交互作用不显著;2-back正确率上年级主效应显著,七年级显著低于八年级、九年级学生,年级与组别交互作用不显著。在n-back言语任务中,1-back的反应时上年级主效应显著,八、九年级显著低于七年级学生,年级与组别的交互作用不显著;1-back正确率上组别的主效应、年级和组别的交互作用均不显著。2-back反应时上年级主效应显著,七年级显著大于八年级、九年级学生,年级与组别交互作用不显著;2-back正确率上年级主效应和组别的交互作用均不显著。(3)数学困难学生在各个任务上的正确率都与学习成绩之间存在着显著的正相关。结论:数学困难学生在中央执行系统、视觉-空间模板以及语音回路三个工作记忆方面均存在缺陷;数学困难学生的工作记忆能力和优秀组学生在年级的发展趋势上是一致的;各个任务的正确率是预测数学学习成绩的有效指标。
[Abstract]:The difficulty in learning mathematics, referred to as MLD, as an important type of learning difficulties, they account for a large proportion in the whole students. In recent years, research on the mathematics learning difficulties has attracted great attention of the psychology education scholars and scholars. The related research at home and abroad throughout, for the study of mathematics learning difficulties mainly related to the MLD definition, diagnostic criteria, difficulties, causes, classification, and internal cognitive mechanism. Especially with the in-depth study of information processing theory, research on MLD's cognitive processing mechanism has become the focus of study. In recent years, about the difficulty in learning mathematics (MLD) and work memory (WM) study more and more. This research is based on the Baddeley and Hitch of the three component model of working memory theory, through the Flanker task, n-back spatial and verbal tasks of Tibet reservoir The difficulty in learning mathematics and working memory system in the central executive function of junior middle school students, the visuo spatial Sketchpad, phonological loop internal relations of the three components. This paper includes four studies: 1) comparison of mathematical learning excellent students and students difficult mathematics in the central executive system differences, the system characteristics of the system implementation study of mathematics learning students who have difficulties in central; 2) the difference of excellent students with mathematics learning difficulties of students in the visual spatial template of mathematics, mathematics study difficult student characteristics of visual spatial template learning; 3) the difference of excellent students with mathematics learning difficulties of students in the phonological loop of Mathematics, mathematics learning difficulties students of phonological loop the characteristics of the system; 4) to work in the middle stage of memory with the relationship between growth and development trend of grade and mathematical ability development. The research found that: (1) In the central task, the correct rate of students in the conflict condition was significantly lower than that of the excellent students; in the visual space on the template, the number of trapped students the correct rate of 1-back and 2-back were significantly lower than that under the condition of outstanding group of students; the number of trapped students reaction under the condition of 2-back is significantly longer than the elite group in the phonological loop; on the number of trapped students was significantly lower than the outstanding group of students under the condition of 2-back. (2) the interaction between grade and group analysis found that in the Flanker task, the favorable conditions and reaction time under the conflict, the main effect of grade were significantly lower than in grade seven, grade nine the students of grade eight, grade; and group interaction are not significant; the main effect of the conflict under the condition of the correct rate of significant grade, grade nine was significantly higher than that of grade seven, grade eight, grade and group interaction was not significant. In the n-back space mission, anti 1-back When on, the main effect of grade was grade nine was significantly lower than that of grade seven students, the interaction between grades and groups are not significant; correct rate of 1-back on the interaction between grade and group.2-back had no significant response on the main effect of grade seven grade was significantly higher than that of the eight grade, nine grade students, grade and group interaction the correct rate of 2-back was significant; the main effect of grade on significant, grade seven was significantly lower than that of grade eight, grade nine students, grade and group interaction was not significant. In n-back speech task, 1-back reaction time of the main effect of grade eight, grade nine was significantly lower than that of the students of grade seven, grade and group interaction was not significant the main effect of 1-back; the correct rate of group interaction, and grade groups were not significant.2-back reaction on the main effect of grade seven grade was significantly higher than that of the eight grade, nine grade students, grades and groups to The interaction is not significant; the interaction of 2-back accuracy and the main effect of grade groups were not significant. (3) there was a significant positive correlation between students' correct rate of mathematical difficulties in various tasks on the learning achievements and difficulties in mathematics students. Conclusion: the central executive system, visual spatial template and phonological loop three a working memory of all defects; working memory capacity and excellent group of students math learning disability is consistent in the development trend of the grade; the correct rate of each task is an effective index to predict mathematics learning achievement.

【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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