本文選題：數(shù)學(xué)學(xué)習(xí)困難 + 工作記憶訓(xùn)練�。� 參考：《內(nèi)蒙古師范大學(xué)》2013年碩士論文

【摘要】：數(shù)學(xué)學(xué)習(xí)困難是學(xué)習(xí)困難研究的重要領(lǐng)域之一，從其產(chǎn)生到發(fā)展至今，對(duì)這一問(wèn)題的研究逐漸集中于數(shù)學(xué)學(xué)習(xí)困難學(xué)生工作記憶等認(rèn)知加工機(jī)制上。近年來(lái)，國(guó)外不斷對(duì)各類人群進(jìn)行了工作記憶訓(xùn)練研究，但訓(xùn)練內(nèi)容繁多，很難區(qū)分出何種訓(xùn)練還是共同作用對(duì)測(cè)查項(xiàng)目產(chǎn)生了影響。本研究以Baddeley(1992)[1]的工作記憶模型為理論基礎(chǔ)，對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生進(jìn)行了工作記憶訓(xùn)練，詳細(xì)地探討了三種不同的策略訓(xùn)練、兩種不同的工作記憶容量訓(xùn)練以及三種不同的中央執(zhí)行功能訓(xùn)練對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的工作記憶容量、工作記憶中央執(zhí)行功能以及推理能力的影響。 論文的實(shí)證部分分為三個(gè)研究，包括四個(gè)實(shí)驗(yàn)。統(tǒng)計(jì)方法采用了相關(guān)分析，多元回歸分析，多元方差分析和單因素方差分析。 研究一對(duì)159名被試的六項(xiàng)前測(cè)：數(shù)字工作記憶廣度成績(jī)，視空工作記憶廣度成績(jī)，抑制能力測(cè)試成績(jī)，刷新能力測(cè)試成績(jī)，轉(zhuǎn)換能力測(cè)試成績(jī)以及瑞文推理測(cè)試成績(jī)進(jìn)行了相關(guān)分析和回歸分析。相關(guān)分析發(fā)現(xiàn)數(shù)字工作記憶除了與視空工作記憶以及推理能力沒(méi)達(dá)到顯著相關(guān)外，與其余的三項(xiàng)成績(jī)都有顯著相關(guān)；視空工作記憶與三項(xiàng)執(zhí)行功能和推理能力也高度相關(guān)；三項(xiàng)執(zhí)行功能彼此之間都有顯著的相關(guān)性；三項(xiàng)執(zhí)行功能與推理能力之間也顯著相關(guān)。通過(guò)多元逐步回歸分析發(fā)現(xiàn)與推理測(cè)驗(yàn)成績(jī)相關(guān)最大的是視空工作記憶廣度成績(jī)，其次是轉(zhuǎn)換能力測(cè)試成績(jī)和刷新能力測(cè)試成績(jī)。 研究二包括三個(gè)實(shí)驗(yàn)，實(shí)驗(yàn)一探索三種不同的策略：復(fù)述策略、組塊策略和聯(lián)想策略訓(xùn)練對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的影響；實(shí)驗(yàn)二檢驗(yàn)數(shù)字工作記憶和視空工作記憶兩種不同的訓(xùn)練對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的影響；實(shí)驗(yàn)三檢驗(yàn)三種工作記憶中央執(zhí)行功能：抑制能力、刷新能力和轉(zhuǎn)換能力訓(xùn)練對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的影響。三個(gè)實(shí)驗(yàn)都有六項(xiàng)前測(cè)和后測(cè)（包括數(shù)字工作記憶廣度、視空工作記憶廣度、抑制能力、刷新能力、轉(zhuǎn)換能力以及瑞文推理能力），在前測(cè)和后測(cè)之間，對(duì)被試施行不同的訓(xùn)練方式，訓(xùn)練期為四周。 通過(guò)實(shí)驗(yàn)一發(fā)現(xiàn)復(fù)述策略和聯(lián)想策略訓(xùn)練提高了被訓(xùn)練者的數(shù)字工作記憶容量，并改善了被訓(xùn)練者的刷新能力，但這樣的訓(xùn)練效果沒(méi)有遷移到被試的智力成績(jī)上。組塊策略訓(xùn)練后，未發(fā)現(xiàn)被訓(xùn)練者的工作記憶能力改善和智力成績(jī)提高，這一結(jié)果與以往部分研究不一致。 通過(guò)實(shí)驗(yàn)二發(fā)現(xiàn)數(shù)字工作記憶容量訓(xùn)練對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的刷新能力改善有幫助，但其訓(xùn)練效果并未遷移到被訓(xùn)練者的智力成績(jī)上，這與以往的研究結(jié)果不一致；而視空工作記憶容量訓(xùn)練雖然沒(méi)有改善中央執(zhí)行功能三個(gè)子功能的任何一種能力，但其對(duì)被訓(xùn)練者的智力成績(jī)有顯著提高。 通過(guò)實(shí)驗(yàn)三發(fā)現(xiàn)抑制能力訓(xùn)練后，被訓(xùn)練者的數(shù)字工作記憶廣度成績(jī)和視空工作記憶廣度成績(jī)均未見(jiàn)顯著提高，這也與以往研究的結(jié)果不相同。抑制能力訓(xùn)練后也未見(jiàn)被訓(xùn)練者的刷新能力和轉(zhuǎn)換能力有顯著改變。但刷新能力訓(xùn)練后，發(fā)現(xiàn)被訓(xùn)練者的數(shù)字工作記憶廣度成績(jī)有顯著提高，而且還遷移到被訓(xùn)練者的推理能力上；轉(zhuǎn)換能力訓(xùn)練后，發(fā)現(xiàn)了與刷新能力訓(xùn)練同樣的結(jié)果。 研究三在前面兩個(gè)研究的基礎(chǔ)上進(jìn)行的。因?yàn)樵趯?shí)驗(yàn)一中發(fā)現(xiàn)了復(fù)述策略和聯(lián)想策略是兩種有效的策略；在實(shí)驗(yàn)二中發(fā)現(xiàn)刷新能力和轉(zhuǎn)換能力訓(xùn)練效果可遷移到被試的智力成績(jī)上。所以，研究三對(duì)比了不加策略的核心訓(xùn)練（只包含刷新訓(xùn)練和轉(zhuǎn)換訓(xùn)練）和加策略的核心訓(xùn)練（包括刷新訓(xùn)練，轉(zhuǎn)換訓(xùn)練，復(fù)述訓(xùn)練和聯(lián)想訓(xùn)練）對(duì)被試的推理能力的影響，結(jié)果發(fā)現(xiàn)策略使用會(huì)使被訓(xùn)練者在適應(yīng)性訓(xùn)練中更容易適應(yīng)更高的訓(xùn)練程度，并且在瑞文推理成績(jī)的提高上比不加策略的核心訓(xùn)練更顯著。由此得出的結(jié)論是:復(fù)述策略，聯(lián)想策略，，刷新能力以及轉(zhuǎn)換能力相結(jié)合進(jìn)行訓(xùn)練，可能對(duì)數(shù)學(xué)學(xué)習(xí)困難學(xué)生的影響更好；但因?yàn)閳?zhí)行功能與推理能力之間存在顯著相關(guān)性，所以對(duì)訓(xùn)練結(jié)果在推理能力測(cè)試成績(jī)上的遷移結(jié)果須謹(jǐn)慎解釋，并有待于進(jìn)一步的探索。
[Abstract]:The difficulty in learning mathematics is one of the important research fields of learning difficulties, from its emergence to development so far, the research on this problem has focused on mathematics learning difficulty students working memory and other cognitive processing mechanism. In recent years, foreign trained continuously working memory research on all kinds of people, but the training content is various, it is difficult to distinguish what kind of training or interaction on the items of impact. In this study, Baddeley (1992) [1]'s working memory model as the theoretical basis of the mathematics learning difficulty students are working memory training, discussed three different strategy training, two different working memory capacity and three different training the central executive function of working memory capacity training and learning difficulties students of mathematics, the central executive working memory function and reasoning ability.
The empirical part is divided into three studies, including four experiments. The statistical method using correlation analysis, multiple regression analysis, multivariate analysis of variance analysis and ANOVA.
A study on 159 subjects: Six pre test digital working memory span performance, visual spatial working memory span performance, inhibition test scores, refresh scores, the correlation analysis and regression analysis of conversion ability achievement test and raven reasoning test scores. The correlation analysis found that in addition to digital working memory and visual spatial working memory and reasoning ability are not significantly correlated, and the rest of the three scores are significantly related; as is highly related to spatial working memory and three executive function and reasoning ability; there is a significant correlation between the three executive function to each other; also a significant correlation between the three executive function and reasoning ability. By stepwise regression analysis and reasoning test scores is related to the maximum visual spatial working memory span performance, followed by conversion ability test scores and refresh scores.
The two study included three experiments, experiment to explore three different strategies: Retelling strategy, chunk strategy and association strategy training of students with learning difficulties in mathematics; experiment two check digit working memory and visual spatial working memory effects of two different training of mathematics learning difficulties students; experiment three test three central executive function of working memory, inhibition ability, refresh capability and transformation capability training and learning effect of difficult students in mathematics. Three experiments have six pretest and posttest (including digital working memory span, visual spatial working memory, inhibition ability, refresh ability, conversion ability and raven reasoning ability), in between before and after the test, the subjects performed different training methods, training for a period of four weeks.
Through the experiment that repeat strategy and association strategy training improved by digital working memory training, and improve the training of the refresh ability, but the training effect is not migrated to the subjects. Intellectual achievement block strategy training, training is not found in the working memory and improve intelligence to improve performance of these results and previous research are not consistent.
Through the experiment two digital working memory capacity training of students with learning difficulties in mathematics ability to help improve the refresh, but the training effect is not migrated to the student's intellectual achievement, which is not in accordance with the results of previous studies; and visuospatial working memory training although did not improve any ability of central executive function three the function, but it has significantly improved the student's intellectual achievements.
By the experiment of three inhibition ability training of trainers was found after digital working memory span performance and visual spatial working memory span performance was not significantly improved, this also with the previous research results are not the same. There is no inhibitory ability after training training ability and the ability to refresh conversion has changed significantly. But the refresh ability after training there is a significant increase, digital working memory span grades are training, but also to transfer the reasoning ability training; conversion ability training, ability training and refresh found the same results.
In three of two studies based on the front. As in Experiment 1 found repeat strategy and association strategy are two effective strategies; in the second experiment found that refresh capability and transformation capability training effect can transfer to the subjects of intellectual achievement. Therefore, the research on the three than without strategy core training (contains only refresh training and conversion training) and strategy training (including training core refresh, conversion training, training and training to retell the Lenovo) influence on the reasoning ability of subjects, the strategies used will be training in fitness training more easier to adapt to training. And without core training in Raven reasoning to improve the performance of the strategy is more significant. The conclusion is: Retelling strategy, association strategy, refresh ability and ability to combine conversion training on Mathematics Learning Better effect of difficulties students; but because there is a significant correlation between executive function and reasoning ability, so the result of training transfer in reasoning ability test scores in the results should be interpreted with caution, and needs to be further explored.

【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：O1-4;G442

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 陳英和,耿柳娜;兒童數(shù)學(xué)認(rèn)知策略研究新進(jìn)展[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2003年01期

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