摘要
目的:分析数学学习困难初中生与学习优秀初中生的核心认知过程机制差异。方法:采用N-back任务作为测查工作记忆能力的指标,分析初中42名数困生和53名数优生的表现差异。结果:两组学生在0-back任务中无显著差异,在1-back和2-back任务中的差异逐渐增大。回归分析表明2-back和1-back任务对数学成绩有显著影响。结论:1)随着认知负荷增高,数困生和数优生的表现差距增大。数学学习困难的核心认知缺损是工作记忆能力而非简单认知加工过程。2)N-back任务能有效预测数学学习成绩。
Objective：Research analyzed the core deficits of cognitive mechanism of math learning disability（MLD）.Methods：42 students with MLD and 53 students who are good at math participated in N-back task which is an effective method for measuring working memory ability on computer.Results：Two groups had no significant difference on 0-back task,while the difference on 1-back and 2-back tasks was significant.The stepwise regression analysis showed 2-back and 1-back tasks well predict the math achievements.Conclusion：（1）With the increasing of cognitive load,the deficit of MLD will show clearer.The core deficit of MLD is working memory ability,but not simply cognitive processing.（2）N-back task well predicts math achievements.
出处
《心理学探新》
CSSCI
2011年第4期321-325,共5页
Psychological Exploration
基金
上海师范大学校级人文社会科学基金
