关于假设—验证和范畴化认知方式与学业不良的相关研究

A STUDY OF THE CORRELATION BETWEEN THE COGNITIVE STYLES OF HYPOTHESIS TESTING AND CLUSTERING AND LEARNING DISABILITIES

该研究采用自行设计的能力问卷量表 ,结合教师问卷、个案访谈和调查等方法对 80名小学四年级学生、94名初中一年级学生、85名高中一年级学生 ,共 2 5 9名被试进行了假设—验证和范畴化认知方式与学业不良关系的研究。结果表明 :各学习年限段学业不良学生在这两方面的得分均低于学业优秀者 ,且差异显著 ;各学习年限段学业不良学生间在这两方面的得分差异显著 ,呈随年龄增长而增长的趋势。

In this study we used a self designed ability questionnaire scale, combined with teacher questionnaires case interviews and surveys to examine the relationship between the two cognitive styles of hypothesis testing and clustering and learning disabilities. The subjects were 259 students, including 80 primary school students of grade 4, 94 junior high school students of grade 1, and 85 senior high school students of grade 1. The results suggested that the scores of the academic underachievement students in this two aspects were lower than the academic achievement students, and this significant difference existed of different school grades. There was also significant difference in the two scores of the academic underachievement students of different school grades, and the difference tended to increase with age.