视觉N-back训练任务对不同认知风格初中生几何学习的影响

Effects of Visual N-back Training Task on Geometric Performance of Junior High School Students with Different Cognitive Styles

目的:探讨视觉N-back训练任务对不同认知风格初中生的视觉空间能力和几何学习的影响。方法:通过"镶嵌图形测验"在济南市某中学选取场独立型和场依存型初中生,通过视觉N-back任务对不同认知风格的学生进行为期四周的工作记忆训练。结果:场独立训练组和场依存训练组的视觉工作记忆广度增值分数均显著高于相应的控制组;场依存训练组的几何成绩增值分数显著高于控制组,而场独立训练组的几何成绩增值分数与控制组没有显著的差异。结论:视觉N-back训练任务对场独立学生和场依存学生的视觉工作记忆广度均有促进作用;并且促进了场依存学生的几何成绩,而对场独立学生的几何成绩没有影响。

Objective:To investigate the effects of visual N-back training task on visual spatial ability and geometric learning of junior high school students with different cognitive styles.Methods:Field-independent and field-dependent students were selected from a middle school in Jinan through"Embedding Figures Test",and the students with different cognitive styles were trained in working memory for four weeks by visual N-back task.Results:The increased visual working memory span scores of the field-independent training group and the field-dependent training group were significantly higher than those of the control group.The increased geometry scores of the field-dependent training group was significantly higher than that of the control group,while the increased geometry scores of the field-independent training group was not significantly different from that of the control group.Conclusion:The visual N-back training task promotes the visual working memory span of both field-independent students and field-dependent students.Moreover,it promotes the geometric academic performance of field-dependent students,but has no influence on the geometric academic performance of field-independent students.