发展性计算障碍的成因与亚类型研究

发布时间：2018-04-05 22:01

本文选题：发展性计算障碍　切入点：领域一般缺陷　出处：《西南大学》2017年硕士论文

【摘要】：自发展性计算障碍这一概念提出以来,该领域受到大量研究者的积极关注。目前我国发展性计算障碍儿童的发病率约为6%。截止到现在,有关发展性计算障碍的定义并没有一个明确的概念,大量研究者认为发展性计算障碍是指那些具有正常智力水平且处于适宜的教学条件下的学生,在同类群体中数学能力较低,达不到国家规定的数学教学大纲要求,且这种成绩低下与家庭社会、生长发育等原因不具有直接的相关关系。该研究拟选取同一批样本同时施测能够反映一般认知能力以及数量加工能力的多项任务来探究计算障碍的成因及其亚类型。据我们所知,这在国内目前来说是第一次全面系统的探究计算障碍的成因。有关发展性计算障碍的成因缺陷研究目前主要集中在领域一般以及领域特殊两大领域。领域一般缺陷假说认为发展性计算障碍儿童的一般认知能力(比如、工作记忆、加工速度)存在不足。领域特殊缺陷假说认为障碍儿童主要是基本数量加工方面相比于正常儿童较差。领域特殊缺陷代表性假说主要有以下四种:物体追踪系统缺陷假说、近似数量系统缺陷假说、数量编码缺陷假说以及语义提取缺陷假说。在重庆8所小学1600名二三年级学生中经过两步筛选法得到168名被试样本。其中女学生有80名,被试样本被分为两组,发展性计算障碍组80人,正常发展组88人。所有的儿童要接受瑞文智力测验以及韦氏智力测验中的积木词汇测验,同时使用语文数学标准成就测验来测量其语文数学成就。按照一定标准选取出发展性计算障碍儿童和正常发展组儿童。最后参照任课老师的评定确定最终的研究对象。研究一主要是探讨发展性计算障碍的成因缺陷。被试样本分为实验组和对照组,接受19种反映各种核心缺陷假说的实验任务。实验任务主要包括:快速命名任务、注意能力任务、图形建构任务、心理旋转任务、工作记忆广度任务、执行功能任务、推理任务、数字线任务、非符号比较任务、手指感知任务、感数任务以及数量比较任务。这些任务分为纸质任务以及电脑施测任务。收集受试者的正确率或反应时等。结果发现障碍儿童主要在以下任务上表现差于正常儿童:注意划消任务、图形序列任务、三段论推理任务、计算广度任务、非符号比较任务、数字线任务以及数字转换任务。研究二主要是探讨发展性计算障碍的亚类型。在研究一的基础上,选择出除了转换任务以外的六种计算障碍儿童表现差于正常儿童的任务,并且以62名数据完整的计算障碍儿童为研究对象来进行聚类分析。之所以没有选择转换任务是因为该任务的正确率障碍儿童要差于正常儿童,但是反应时却好于正常儿童,研究认为正常组儿童为了提高准确率花费更多地时间,在正确率和反应时之间进行了权衡。采用的聚类分析方法有三种分别为:平均数联结法、离差平方和法以及最长距离法。最终将计算障碍儿童分为4种不同的亚类型:轻微缺陷组、传递推理缺陷组、ANS-计算广度-注意-传递推理缺陷组以及全缺陷组。研究发现如下两点主要结论:(1)发展性计算障碍儿童存在领域特殊以及领域一般的缺陷。其中领域特殊缺陷主要集中在近似数量系统缺陷,而一般认知能力缺陷主要集中在工作记忆、推理能力以及注意能力等。(2)发展性计算障碍儿童属于异质群体,具有多种不同亚类型。不同亚类型的缺陷成因不同。并且大多数发展性计算障碍亚类型并不是单一的一种缺陷,而是具有多种缺陷。同时不同亚类型的多种缺陷之间也会存在不同。
[Abstract]:Since the development of the concept of calculating obstacle has been proposed, the area has been actively concerned about the large number of researchers. At present, China's development of calculation of the incidence rate of about 6%. children up to now, the development of the definition of dyscalculia is not a clear concept, a large number of researchers believe that developmental dyscalculia is those with normal intelligence and suitable conditions of students in the teaching, in the same group of mathematical ability is low, have not reached the state of mathematics teaching syllabus, and the grade is low and the family social, growth and other reasons does not have a direct relationship. This study intends to select the same number of samples at the same time surveying tasks can reflect the general cognitive ability and the number of processing capacity to explore the causes of dyscalculia and its subtypes. To our knowledge, this is the first time in the domestic total The causes of dyscalculia inquiry system. Study on the causes of the defects of the relevant development dyscalculia are mainly concentrated in the field of general and special field of the two fields. The field general defect hypothesis calculation of general cognitive ability disorder in children development (e.g., working memory, processing speed) shortcomings. Special defect hypothesis that disorder in children is the number of processing compared to the normal children is poor. There are mainly four kinds of special representative defect hypothesis: object tracking system defect hypothesis, the approximate number system defect hypothesis, the number of defects and defect extraction of semantic encoding hypothesis hypothesis. In 8 Chongqing 1600 primary school students from grade two or three through two step screening method 168 subjects. The sample of 80 female students, subjects were divided into two groups, group 80 developmental dyscalculia, normal development group of 88 people. All the children to accept the Raven intelligence test in Wechsler Intelligence Scale and the building blocks of vocabulary test, while using the standard language of mathematics achievement test to measure the Chinese mathematics achievement. According to certain standard selected developmental dyscalculia children and normal children group development. Finally according to the teacher's evaluation parameter to determine the object of study. The final research mainly is the causes of the defects of developmental dyscalculia. The subjects were divided into experimental group and control group, receiving 19 core hypothesis defects reflect various experimental tasks. The experimental tasks include: rapid naming task, attention task, graphic construction tasks, mental rotation tasks, working memory, executive function tasks. The reasoning task, the number line task, non symbol comparison task, finger perception tasks, task and the number of number sense comparison tasks. These tasks are divided into tasks in the paper And computer measurement tasks. The subjects' correct rate or reaction time. Results showed that children mainly in the following tasks performed worse than normal children: Note cancellation task, graphic sequence task, syllogistic reasoning task, computing span task, non symbol comparison task, the number of word line tasks and digital conversion tasks. The research is mainly to explore the two subtypes of developmental dyscalculia. On the basis of the first study, selected in addition to the six conversion tasks outside of calculating disorder children performed worse than normal children and children with dyscalculia, 62 complete data as the research object to carry out clustering analysis. The reason why not to choose the switching task because the correct rate of the task disorder in children is worse than normal children, but the reaction time is better than that of normal children, normal children in order to improve the accuracy of spending more time in. The trade-off between accuracy and reaction time. The clustering analysis method has three kinds respectively: the average linkage method, deviation square method and the longest distance method. The final calculation of disabled children divided into 4 different sub types: slight defect defect group, transitive reasoning group, ANS- computing breadth note - transfer and defect defect group reasoning group. The study found the following two main conclusions: (1) dyscalculia children have defective areas and special field of general development. The special field defects mainly concentrated in the approximate number of system defects, and general cognitive ability defects mainly in working memory, reasoning ability and the ability of attention. (2) dyscalculia children belong to the group of development, with a variety of different sub types. Different types of defects in different subtypes. And most subtypes of developmental dyscalculia is not single A defect, but a variety of defects, and a variety of different subtypes of defects.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B843

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