發(fā)布時(shí)間：2018-03-04 03:05

  本文選題：數(shù)感　切入點(diǎn)：數(shù)感不良　出處：《寧夏大學(xué)》2014年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：數(shù)感(number sense)是對(duì)數(shù)字、數(shù)字關(guān)系及其操作的一種理解(Jordan, Kaplan, Ramineni,Locuniak,2009; Malofeeva, Day,Saco,2004; Schaeffer, Eggleston,Scott,1974; SieglerJenkins,1989).已有研究證明數(shù)感是預(yù)測(cè)數(shù)學(xué)學(xué)習(xí)困難的良好指標(biāo)之一(Jordan et al.,2010; LocuniakJordan,2008; SeethalerFuchs,2010),早期的數(shù)感不良可能會(huì)發(fā)展成為數(shù)學(xué)學(xué)習(xí)困難。Jordan等人(Jordan et al.,2006)的“數(shù)感五成分結(jié)構(gòu)”理論說(shuō)明兒童數(shù)感的發(fā)展存在階段性,各成分具有發(fā)展的先后順序。因此,有必要對(duì)兒童的數(shù)感水平加以區(qū)分并進(jìn)行更為細(xì)致的比較研究。數(shù)學(xué)認(rèn)知(numerical cognition)是人類(lèi)最重要的認(rèn)知能力之一。認(rèn)識(shí)并理解數(shù)字,獲得一定的算術(shù)知識(shí)與計(jì)算技能,具備基本的數(shù)學(xué)認(rèn)知能力是人們正常生活、學(xué)習(xí)與工作的必要條件�；緮�(shù)值加工在數(shù)學(xué)認(rèn)知中是最基礎(chǔ)的成分,它也是計(jì)算等更高級(jí)數(shù)學(xué)認(rèn)知的基礎(chǔ)(Butterworth,1999; Dehaene,1997)。以往對(duì)計(jì)算障礙和發(fā)展性計(jì)算障礙兒童的研究發(fā)現(xiàn),他們?cè)诨緮?shù)值加工上存在不足(Ashkenazi, Mark-Zigdon,Henik,2009; Landerl et al.,2004; LanderlKolle,2009; Mussolin et al.,2010),并且來(lái)自腦成像的證據(jù)發(fā)現(xiàn)他們?cè)谀X機(jī)制和加工進(jìn)程上與其他正常同齡幾童有所不同。因此,本研究將兒童的數(shù)感發(fā)展水平分為優(yōu)秀、正常和不良三類(lèi),借鑒對(duì)發(fā)展性計(jì)算障礙(DD)和數(shù)學(xué)障礙(MD)兒童的研究,借助事件相關(guān)電位考查數(shù)感優(yōu)秀、數(shù)感正常和數(shù)感不良三類(lèi)兒童在無(wú)意和有意基本數(shù)值加工任務(wù)中的特點(diǎn)。 本研究共分為2個(gè)實(shí)驗(yàn)：實(shí)驗(yàn)一以42名城市普通小學(xué)二年級(jí)兒童為被試(各組14人),通過(guò)物理大小一致任務(wù),以ERPs為手段,探查不同數(shù)感水平兒童在數(shù)字自動(dòng)化加工中的表現(xiàn)；實(shí)驗(yàn)二采用數(shù)字比較任務(wù)進(jìn)一步考查42名不同數(shù)感水平兒童有意數(shù)字加工的認(rèn)知特點(diǎn)。通過(guò)對(duì)結(jié)果的分析與討論,得到以下結(jié)果和結(jié)論： (1)在無(wú)意基本數(shù)值加工任務(wù)中,行為和ERPs數(shù)據(jù)中都發(fā)現(xiàn)了大小一致效應(yīng)和數(shù)字距離效應(yīng),表明了兒童在符號(hào)自動(dòng)化加工中精確數(shù)量表征的完整和無(wú)損； (2)數(shù)感不良組兒童前額電極的ERPs干擾效應(yīng)和正向的單側(cè)準(zhǔn)備電位(sLRP)表明他們?cè)谝种棋e(cuò)誤反應(yīng)傾向和任務(wù)無(wú)關(guān)信息方面可能存在輕微不足； (3)在有意基本數(shù)值加工任務(wù)中,發(fā)現(xiàn)了行為和ERPs符號(hào)數(shù)字距離效應(yīng),數(shù)感不良組兒童與數(shù)感正常組一樣,在刺激呈現(xiàn)后約200ms激活了精確數(shù)量表征。但在大腦皮層上,激活的范圍更廣泛,數(shù)字距離效應(yīng)在前額區(qū)的頭皮分布也有所不同,可能暗示了任務(wù)對(duì)數(shù)感不良兒童的注意和工作記憶資源卷入有更高的要求。
[Abstract]:Number senseis to the number, An understanding of digital relationships and their operations Jordan, Kaplan, Ramineniu Locuniaki 2009; Malofeeva, Daynsaki 2004; Schaeffer, Egglestonn Scottt 1974; SieglerJenkinsn 19890.The sense of number has been shown to be one of the good indicators for predicting mathematical learning difficulties, Jordan et al.2010; uniakan Jordan 2008; Seethalerfuchsn 2010; early poor numbers may develop into mathematical learning difficulties. Jordan et al. (2006) the theory of "five component structure of number sense" shows that the development of children's number sense exists in stages. Each component has the order of development. Therefore, it is necessary to distinguish the children's number sense level and to make a more detailed comparative study. Mathematical cognition numerical cognition is one of the most important cognitive abilities of human beings. To acquire certain arithmetic knowledge and computational skills, to have the basic cognitive ability of mathematics is a necessary condition for people's normal life, study and work. Basic numerical processing is the most basic component in mathematical cognition. It is also the basis of higher-level mathematical cognition such as computation, Butterworth 1999; Dehaenel 1997. Previous studies of children with dyscalculia and developmental dyscalculia have found that. They had deficiencies in basic numerical processing, Mark-Zigdonnay Heniki 2009; Landerl et al. 2004; Landerl Kollex 2009; Mussolin et al.2010; and evidence from brain imaging found that they differed from other normal children of the same age in terms of brain mechanisms and processing processes. In this study, the development level of children's number sense was divided into three categories: excellent, normal and bad. Using the research on developmental dyscalculia (DDD) and mathematical disability (MDD), the authors used event-related potentials to test the excellent sense of number. The characteristics of unintentional and intentional basic numerical processing in three groups of children: normal and dysfunctional. This study was divided into two experiments: experiment 1: 42 children in the second grade of urban general primary school as subjects (14 students in each group), by the same physical size task, using ERPs as a means, In experiment 2, the cognitive characteristics of intentional digital processing in 42 children with different levels of number sense were further examined by digital comparison task. The results were analyzed and discussed. The following findings and conclusions were obtained:. (1) in the unintentional basic numerical processing task, the size consistency effect and the digital distance effect were found in the behavior and ERPs data, which indicated that the accurate quantitative representation of children in symbolic automation was intact and lossless; (2) the ERPs interference effect of the forehead electrode and the positive unilateral preparation potential (LRP) in children with poor number sensitivity indicated that they might have a slight deficiency in inhibiting the false reaction tendency and the mission-independent information. (3) in the intentional basic numerical processing task, behavioral and numerical distance effects of ERPs symbols were found. Children with numerically impaired children, like normal numerically sensitive children, activated accurate quantitative representations about 200ms after stimulation, but in the cerebral cortex, The range of activation is wider and the scalp distribution of the digital distance effect is different in the prefrontal area which may imply that the attention and working memory resources involved in children with logarithmic dyskinesia have higher requirements.
【學(xué)位授予單位】：寧夏大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B842

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