本文選題：發(fā)展性計算障礙　切入點：領(lǐng)域一般缺陷　出處：《西南大學》2017年碩士論文

【摘要】：自發(fā)展性計算障礙這一概念提出以來,該領(lǐng)域受到大量研究者的積極關(guān)注。目前我國發(fā)展性計算障礙兒童的發(fā)病率約為6%。截止到現(xiàn)在,有關(guān)發(fā)展性計算障礙的定義并沒有一個明確的概念,大量研究者認為發(fā)展性計算障礙是指那些具有正常智力水平且處于適宜的教學條件下的學生,在同類群體中數(shù)學能力較低,達不到國家規(guī)定的數(shù)學教學大綱要求,且這種成績低下與家庭社會、生長發(fā)育等原因不具有直接的相關(guān)關(guān)系。該研究擬選取同一批樣本同時施測能夠反映一般認知能力以及數(shù)量加工能力的多項任務(wù)來探究計算障礙的成因及其亞類型。據(jù)我們所知,這在國內(nèi)目前來說是第一次全面系統(tǒng)的探究計算障礙的成因。有關(guān)發(fā)展性計算障礙的成因缺陷研究目前主要集中在領(lǐng)域一般以及領(lǐng)域特殊兩大領(lǐng)域。領(lǐng)域一般缺陷假說認為發(fā)展性計算障礙兒童的一般認知能力(比如、工作記憶、加工速度)存在不足。領(lǐng)域特殊缺陷假說認為障礙兒童主要是基本數(shù)量加工方面相比于正常兒童較差。領(lǐng)域特殊缺陷代表性假說主要有以下四種:物體追蹤系統(tǒng)缺陷假說、近似數(shù)量系統(tǒng)缺陷假說、數(shù)量編碼缺陷假說以及語義提取缺陷假說。在重慶8所小學1600名二三年級學生中經(jīng)過兩步篩選法得到168名被試樣本。其中女學生有80名,被試樣本被分為兩組,發(fā)展性計算障礙組80人,正常發(fā)展組88人。所有的兒童要接受瑞文智力測驗以及韋氏智力測驗中的積木詞匯測驗,同時使用語文數(shù)學標準成就測驗來測量其語文數(shù)學成就。按照一定標準選取出發(fā)展性計算障礙兒童和正常發(fā)展組兒童。最后參照任課老師的評定確定最終的研究對象。研究一主要是探討發(fā)展性計算障礙的成因缺陷。被試樣本分為實驗組和對照組,接受19種反映各種核心缺陷假說的實驗任務(wù)。實驗任務(wù)主要包括:快速命名任務(wù)、注意能力任務(wù)、圖形建構(gòu)任務(wù)、心理旋轉(zhuǎn)任務(wù)、工作記憶廣度任務(wù)、執(zhí)行功能任務(wù)、推理任務(wù)、數(shù)字線任務(wù)、非符號比較任務(wù)、手指感知任務(wù)、感數(shù)任務(wù)以及數(shù)量比較任務(wù)。這些任務(wù)分為紙質(zhì)任務(wù)以及電腦施測任務(wù)。收集受試者的正確率或反應(yīng)時等。結(jié)果發(fā)現(xiàn)障礙兒童主要在以下任務(wù)上表現(xiàn)差于正常兒童:注意劃消任務(wù)、圖形序列任務(wù)、三段論推理任務(wù)、計算廣度任務(wù)、非符號比較任務(wù)、數(shù)字線任務(wù)以及數(shù)字轉(zhuǎn)換任務(wù)。研究二主要是探討發(fā)展性計算障礙的亞類型。在研究一的基礎(chǔ)上,選擇出除了轉(zhuǎn)換任務(wù)以外的六種計算障礙兒童表現(xiàn)差于正常兒童的任務(wù),并且以62名數(shù)據(jù)完整的計算障礙兒童為研究對象來進行聚類分析。之所以沒有選擇轉(zhuǎn)換任務(wù)是因為該任務(wù)的正確率障礙兒童要差于正常兒童,但是反應(yīng)時卻好于正常兒童,研究認為正常組兒童為了提高準確率花費更多地時間,在正確率和反應(yīng)時之間進行了權(quán)衡。采用的聚類分析方法有三種分別為:平均數(shù)聯(lián)結(jié)法、離差平方和法以及最長距離法。最終將計算障礙兒童分為4種不同的亞類型:輕微缺陷組、傳遞推理缺陷組、ANS-計算廣度-注意-傳遞推理缺陷組以及全缺陷組。研究發(fā)現(xiàn)如下兩點主要結(jié)論:(1)發(fā)展性計算障礙兒童存在領(lǐng)域特殊以及領(lǐng)域一般的缺陷。其中領(lǐng)域特殊缺陷主要集中在近似數(shù)量系統(tǒng)缺陷,而一般認知能力缺陷主要集中在工作記憶、推理能力以及注意能力等。(2)發(fā)展性計算障礙兒童屬于異質(zhì)群體,具有多種不同亞類型。不同亞類型的缺陷成因不同。并且大多數(shù)發(fā)展性計算障礙亞類型并不是單一的一種缺陷,而是具有多種缺陷。同時不同亞類型的多種缺陷之間也會存在不同。
[Abstract]:Since the development of the concept of calculating obstacle has been proposed, the area has been actively concerned about the large number of researchers. At present, China's development of calculation of the incidence rate of about 6%. children up to now, the development of the definition of dyscalculia is not a clear concept, a large number of researchers believe that developmental dyscalculia is those with normal intelligence and suitable conditions of students in the teaching, in the same group of mathematical ability is low, have not reached the state of mathematics teaching syllabus, and the grade is low and the family social, growth and other reasons does not have a direct relationship. This study intends to select the same number of samples at the same time surveying tasks can reflect the general cognitive ability and the number of processing capacity to explore the causes of dyscalculia and its subtypes. To our knowledge, this is the first time in the domestic total The causes of dyscalculia inquiry system. Study on the causes of the defects of the relevant development dyscalculia are mainly concentrated in the field of general and special field of the two fields. The field general defect hypothesis calculation of general cognitive ability disorder in children development (e.g., working memory, processing speed) shortcomings. Special defect hypothesis that disorder in children is the number of processing compared to the normal children is poor. There are mainly four kinds of special representative defect hypothesis: object tracking system defect hypothesis, the approximate number system defect hypothesis, the number of defects and defect extraction of semantic encoding hypothesis hypothesis. In 8 Chongqing 1600 primary school students from grade two or three through two step screening method 168 subjects. The sample of 80 female students, subjects were divided into two groups, group 80 developmental dyscalculia, normal development group of 88 people. All the children to accept the Raven intelligence test in Wechsler Intelligence Scale and the building blocks of vocabulary test, while using the standard language of mathematics achievement test to measure the Chinese mathematics achievement. According to certain standard selected developmental dyscalculia children and normal children group development. Finally according to the teacher's evaluation parameter to determine the object of study. The final research mainly is the causes of the defects of developmental dyscalculia. The subjects were divided into experimental group and control group, receiving 19 core hypothesis defects reflect various experimental tasks. The experimental tasks include: rapid naming task, attention task, graphic construction tasks, mental rotation tasks, working memory, executive function tasks. The reasoning task, the number line task, non symbol comparison task, finger perception tasks, task and the number of number sense comparison tasks. These tasks are divided into tasks in the paper And computer measurement tasks. The subjects' correct rate or reaction time. Results showed that children mainly in the following tasks performed worse than normal children: Note cancellation task, graphic sequence task, syllogistic reasoning task, computing span task, non symbol comparison task, the number of word line tasks and digital conversion tasks. The research is mainly to explore the two subtypes of developmental dyscalculia. On the basis of the first study, selected in addition to the six conversion tasks outside of calculating disorder children performed worse than normal children and children with dyscalculia, 62 complete data as the research object to carry out clustering analysis. The reason why not to choose the switching task because the correct rate of the task disorder in children is worse than normal children, but the reaction time is better than that of normal children, normal children in order to improve the accuracy of spending more time in. The trade-off between accuracy and reaction time. The clustering analysis method has three kinds respectively: the average linkage method, deviation square method and the longest distance method. The final calculation of disabled children divided into 4 different sub types: slight defect defect group, transitive reasoning group, ANS- computing breadth note - transfer and defect defect group reasoning group. The study found the following two main conclusions: (1) dyscalculia children have defective areas and special field of general development. The special field defects mainly concentrated in the approximate number of system defects, and general cognitive ability defects mainly in working memory, reasoning ability and the ability of attention. (2) dyscalculia children belong to the group of development, with a variety of different sub types. Different types of defects in different subtypes. And most subtypes of developmental dyscalculia is not single A defect, but a variety of defects, and a variety of different subtypes of defects.

【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：B843

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