本文選題：中度智力障礙兒童 + 因果關(guān)系　； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：因果推理能力是個(gè)體整體認(rèn)知能力的一個(gè)重要組成部分。因果推理訓(xùn)練對(duì)兒童推理能力的發(fā)展有重要的促進(jìn)作用。個(gè)體進(jìn)行因果推理的關(guān)鍵認(rèn)知過(guò)程一般是,首先要同時(shí)注意到因和果兩個(gè)方面,其次要覺(jué)察到兩者的因果關(guān)系聯(lián)結(jié),然后推導(dǎo)出兩者的因果關(guān)系模型,最后驗(yàn)證因果關(guān)系的合理性。智力障礙兒童的整體認(rèn)知能力發(fā)展不足,尤其是推理能力發(fā)展嚴(yán)重滯后,因此對(duì)智障兒童開(kāi)展因果推理訓(xùn)練顯得尤為重要。但是,國(guó)內(nèi)外關(guān)于因果推理的研究大部分是針對(duì)普通兒童的,針對(duì)中度智力障礙兒童的因果推理訓(xùn)練研究成果較少。本研究的思路是在相關(guān)文獻(xiàn)綜述研究的基礎(chǔ)上,編制適合于中度智力障礙兒童因果推理訓(xùn)練材料以及因果推理能力考察表,通過(guò)實(shí)施個(gè)別訓(xùn)練過(guò)程,驗(yàn)證中度智障兒童因果推理訓(xùn)練的有效性。據(jù)此,本研究采用了單一被試實(shí)驗(yàn)中的ABA型設(shè)計(jì),對(duì)兩名中度智障兒童進(jìn)行因果推理訓(xùn)練,兩名被試的訓(xùn)練效果可以相互印證。研究者對(duì)甲生和乙生兩名中度智障兒童分別進(jìn)行了 20次因果推理訓(xùn)練,在基線期、處理期和維持期三個(gè)階段對(duì)兩名被試各進(jìn)行了共計(jì)18次因果推理能力的考察,并運(yùn)用視覺(jué)分析和C統(tǒng)計(jì)方法對(duì)甲生和乙生的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析。研究結(jié)果表明:(1)甲生和乙生在接受因果推理的訓(xùn)練過(guò)程中,因果推理能力考察總得分呈現(xiàn)出明顯提升的變化趨勢(shì);(2)甲生和乙生的正向因果推理和逆向因果推理能力的考察得分也都呈現(xiàn)出明顯提升的變化趨勢(shì);(3)甲生和乙生在處理期前半階段的正向因果推理能力考察得分的提升趨勢(shì)更為顯著。根據(jù)上述研究結(jié)果和兩名被試在訓(xùn)練過(guò)程中的實(shí)際表現(xiàn),本研究認(rèn)為因果推理訓(xùn)練能有效提升中度智障兒童的因果推理能力;因果推理訓(xùn)練材料應(yīng)當(dāng)緊密貼合中度智障兒童的日常生活,這樣更有利于兒童將訓(xùn)練過(guò)程中獲得的因果推理技能運(yùn)用到日常生活學(xué)習(xí)中,以更好地適應(yīng)新環(huán)境。
[Abstract]:Causal reasoning is an important part of the individual's overall cognitive ability. Causal reasoning training plays an important role in promoting the development of children's reasoning ability. The key cognitive process of causal reasoning is generally, at the same time, the two aspects of cause and effect should be noticed at the same time. The causal relationship model is deduced and the rationality of causality is verified at the end. The development of the overall cognitive ability of children with mental retardation is insufficient, especially the development of reasoning ability is lagging behind. Therefore, it is particularly important to carry out causal reasoning training for mentally retarded children. However, most of the Research on causal reasoning is aimed at common people at home and abroad. The research results of causal reasoning training for children with moderate mental retardation are less. The idea of this study is to compile a causal reasoning training material suitable for moderate mental retardation and causality reasoning ability on the basis of relevant literature review, and to verify the cause and effect of moderate mentally retarded children by applying individual training process. The effectiveness of reasoning training. According to this, this study adopted the ABA type design in a single trial experiment. Two children with moderate mental retardation were trained in causality reasoning. The training effect of two subjects could be confirmed by each other. The researchers conducted 20 causality reasoning training for two moderate mentally retarded children, at the baseline and in the treatment period. A total of 18 causality reasoning abilities were examined in two subjects at three stages and the data were analyzed by visual analysis and C statistics. The results showed that: (1) the total score of causality reasoning ability was obvious in the training process of causality reasoning. The change trend of the promotion; (2) both the positive causal reasoning and the adverse causal reasoning ability of the first and second students also showed a significant trend of improvement; (3) the improvement trend of the positive causal reasoning ability of the first and second half of the first half of the processing period was more significant. According to the results of the above study and two subjects, The actual performance of the training process is that causal reasoning training can effectively improve the causal reasoning ability of moderate mentally retarded children; causality reasoning training materials should closely fit the daily life of moderate mentally retarded children, which is more conducive to children's application of fruit reasoning skills acquired in the training process to daily life learning. Better adapt to the new environment.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G764

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本文編號(hào)：1918052