中国数学特长生的中央执行系统的研究

发布时间：2018-06-27 15:10

本文选题：数学特长生 + 智力超常者　；参考：《苏州大学》2014年硕士论文

【摘要】：目的：本研究旨在探索中国数学特长生的中央执行功能的特点，寻找他们的中央执行功能的优势核心之所在。方法：实验一采用语言材料（字母）构成的N—back测试，，测验被试的语言工作记忆容量；实验二使用空间图形范式材料（空间点排列）构成的N—back测试，考察被试空间工作记忆容量；实验三使用数字Stroop范式，考察被试协调冲突信息的能力；实验四通过威斯康星卡片实验范式测试被试在规则转换上的认知灵活性。结果：实验一和实验二的结果与研究假设一致，数学特长生在工作记忆容量上具有显著优势（与普通组相比，他们有更高的准确性和更快的反应速度），他们的工作记忆优势尤其表现在空间工作记忆测试中。实验三的结果亦符合研究假设，数学特长生在抑制功能上具有显著优势，在处理冲突信息时能够更好地抑制干扰因素的影响。实验四的结果中未发现数学特长生和对照组的显著差异，中国数学特长生在规则转换灵活性上不具备优势，该特征可能反映了长期中国教育实践（即强调知识再现而非知识发现的教育倾向）对数学特长生的认知功能的影响。结论：中国数学特长生的中央执行功能具有其独特性，与普通被试相比，他们具有更大的工作记忆容量（尤其是空间工作记忆）和更快的反应速度，同时他们可以更好地抑制无关信息的干扰，这些特征可能是中国数学天才者的优异数学能力所依据的认知基础。
[Abstract]:Objective: the purpose of this study was to explore the characteristics of central executive function of Chinese math-gifted students and to find out the core of their central executive function. Methods: in experiment one, N-back test composed of language materials (letters) was used to test the working memory capacity of language, and the N-back test consisted of spatial pattern material (spatial point arrangement) was used in experiment 2. The capacity of working memory in space was investigated; in experiment 3, the ability of coordinating conflicting information was investigated using the Stroop paradigm; in experiment 4, the cognitive flexibility of rule conversion was tested by Wisconsin card paradigm. Results: the results of experiment 1 and experiment 2 were consistent with the hypothesis of the study, and the mathematical gifted students had significant advantages in working memory capacity (compared with the normal group). They have higher accuracy and faster response speed), and their working memory advantage is particularly evident in spatial working memory tests. The results of experiment 3 also accord with the hypothesis of the study. The mathematical gifted students have significant advantages in restraining function and can better suppress the influence of interference factors when dealing with conflict information. In experiment 4, there was no significant difference between the math-gifted students and the control group, and the Chinese math-gifted students had no advantage in the flexibility of rule conversion. This feature may reflect the effect of long-term Chinese educational practice (that is, the educational tendency to emphasize knowledge reproduction rather than knowledge discovery) on the cognitive function of the math-gifted students. Conclusion: the central executive function of Chinese math-gifted students is unique. Compared with ordinary subjects, they have greater working memory capacity (especially spatial working memory) and faster reaction speed. At the same time, they can better suppress the interference of irrelevant information, which may be the cognitive basis for the excellent mathematical ability of the Chinese mathematical genius.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

【参考文献】