学习障碍儿童的工作记忆刷新能力缺陷——存储与加工分离的视角

Deficits of Working Memory Updating in Children with Learning Disabilities——from the Perspective of Separation of Storage from Processing

为探讨学习障碍儿童的工作记忆刷新能力特点,本研究从工作记忆存储与加工分离的视角出发,采用活动记忆任务考察了21名学习障碍儿童和21名对照组儿童在刷新能力上的差异,结果发现:(1)随着刷新次数的增加,活动记忆任务正确率逐渐降低,表明被试在正确率指标上表现出明显的刷新效应;(2)学习障碍组儿童活动记忆任务正确率显著低于对照组儿童,表明学习障碍儿童存在刷新能力缺陷;(3)在非刷新条件下,学习障碍儿童的正确率与对照组儿童无显著差异,而在所有刷新条件下,学习障碍儿童的正确率都显著低于对照组儿童,说明学习障碍儿童的刷新能力缺陷是执行加工问题而不是存储功能存在问题。

This study aims to explore the features of the working memory updating of children with learning disabilities, by surveying the difference in the working memory updating between 21 children with learning disabilities and 21 typically developing children in the control group, based on the separation of working memory＇s storage from its processing, using the running memory task. The results show the following： （1） As the number of updating increased, there was a gradual decrease in the accuracy rate of the running memory task, indicating that the participants showed a significant effect of updating; （2） the group of children with learning disabilities showed a significantly lower accuracy rate of the running memory task than the control group, indicating that the children with learning disabilities had deficits in working memory updating; and （3） under the non-updating condition, there was no significant difference in the accuracy rate of the running memory task between the group of children with learning disabilities and the control group, whereas under the updating conditions, the group of children with learning disabilities showed a significantly lower accuracy rate of the running memory task than the control group, indicating that the deficits of working memory updating in children with learning disabilities resulted not from their poor ability in storage, but from the problems in their ability in processing.