發(fā)布時間：2018-05-14 00:39

  本文選題：刷新 + 抑制�。� 參考：《云南師范大學(xué)》2014年碩士論文

【摘要】：工作記憶（Working Memory）是指在執(zhí)行任務(wù)的過程中，人們對信息進行暫時儲存與加工的，且容量相對有限的認知系統(tǒng)。工作記憶這一概念一經(jīng)提出，就受到越來越多的關(guān)注，工作記憶是認知研究這一領(lǐng)域的重要課題。流體智力（FluidIntelligence）是相對于晶體智力而言的，同時也被稱液體智力，一般智力，一般流體智力(gF)等，它指的是推理、解決不依賴于已有知識的新問題的能力，即個體在解決新穎、抽象問題時表現(xiàn)出來的能力。工作記憶、聯(lián)想學(xué)習(xí)和流體智力的關(guān)系的研究是近年來一個比較熱門的話題。聯(lián)想學(xué)習(xí)作為一種備受研究者關(guān)注的對流體智力有重要預(yù)測作用的成分受到國內(nèi)外研究者越來越多的關(guān)注。 以往的研究表明，工作記憶和流體智力關(guān)系密切，作為工作記憶的主要成分，中央執(zhí)行系統(tǒng)在工作記憶和流體智力的關(guān)系中發(fā)揮著怎樣的作用？不同聯(lián)想學(xué)習(xí)能力的個體在中央執(zhí)行系統(tǒng)功能任務(wù)、流體智力任務(wù)上的表現(xiàn)是否存在差異？ 為了進一步考察聯(lián)想學(xué)習(xí)、中央執(zhí)行系統(tǒng)和流體智力的關(guān)系，本研究通過對河南省太康縣華夏中學(xué)初中二年級的150名學(xué)生的聯(lián)想學(xué)習(xí)能力進行測驗，從中篩選出高分組、低分組各43人，共86人。然后對這86名被試的中央執(zhí)行系統(tǒng)的刷新、抑制、轉(zhuǎn)換功能以流體智力的表現(xiàn)分別加以研究。主要研究不同聯(lián)想學(xué)習(xí)能力的個體在刷新、抑制、轉(zhuǎn)換功能及流體智力方面是否存在顯著差異，以及聯(lián)想學(xué)習(xí)、中央執(zhí)行系統(tǒng)和流體智力三者之間的關(guān)系。 本研究主要使用的是相關(guān)分析、獨立樣本T檢驗、回歸分析，以及建立結(jié)構(gòu)方程模型的統(tǒng)計分析方法。本研究得出的結(jié)論如下： （1）不同聯(lián)想學(xué)習(xí)能力的個體在中央執(zhí)行系統(tǒng)的刷新任務(wù)上的表現(xiàn)存在顯著差異。聯(lián)想學(xué)習(xí)任務(wù)高分組在刷新任務(wù)上的成績顯著高于低分組。 （2）不同聯(lián)想學(xué)習(xí)能力的個體在中央執(zhí)行系統(tǒng)的抑制任務(wù)上的表現(xiàn)存在顯著差異。聯(lián)想學(xué)習(xí)任務(wù)高分組在抑制任務(wù)上的成績顯著高于低分組。 （3）不同聯(lián)想學(xué)習(xí)能力的個體在中央執(zhí)行系統(tǒng)的轉(zhuǎn)換任務(wù)上的表現(xiàn)存在顯著差異。聯(lián)想學(xué)習(xí)任務(wù)高分組在轉(zhuǎn)換任務(wù)上的成績顯著高于低分組。 （4）不同聯(lián)想學(xué)習(xí)能力的個體在流體智力測驗任務(wù)上的表現(xiàn)存在顯著差異。聯(lián)想學(xué)習(xí)任務(wù)高分組在流體智力任務(wù)上的成績顯著高于低分組。 （5）從相關(guān)矩陣的分析我們發(fā)現(xiàn)中央執(zhí)行系統(tǒng)的刷新功能和聯(lián)想學(xué)習(xí)任務(wù)存在顯著相關(guān)。抑制、轉(zhuǎn)換功能和聯(lián)想學(xué)習(xí)的相關(guān)不顯著。 （6）回歸分析表明，中央執(zhí)行系統(tǒng)的刷新功能對聯(lián)想學(xué)習(xí)能力有重要的預(yù)測作用，，其中抑制、轉(zhuǎn)換功能在回歸分析中對聯(lián)想學(xué)習(xí)成績的預(yù)測作用不顯著。 （7）通過建立結(jié)構(gòu)方程模型發(fā)現(xiàn)聯(lián)想學(xué)習(xí)、中央執(zhí)行系統(tǒng)分別對流體智力的預(yù)測起著重要作用。其中，中央執(zhí)行系統(tǒng)對流體智力的預(yù)測作用高于聯(lián)想學(xué)習(xí)的作用。雙方可以一同預(yù)測流體智力的部分變異。
[Abstract]:Working memory (WMA) refers to a cognitive system in which information is stored and processed temporarily and has a relatively limited capacity in the course of carrying out tasks. Once the concept of working memory has been put forward, more and more attention has been paid to it. Working memory is an important subject in the field of cognitive research. Fluid Intelligence refers to the ability to reason, solve new problems that do not depend on existing knowledge, that is, individuals are solving novel problems, as opposed to crystal intelligence and also known as liquid intelligence, general fluid intelligence, etc. The ability to abstract a problem. The relationship between working memory, associative learning and fluid intelligence has been a hot topic in recent years. As an important predictor of fluid intelligence, associative learning has attracted more and more attention from researchers at home and abroad. Previous studies have shown that working memory and fluid intelligence are closely related. As the main component of working memory, what role does central execution system play in the relationship between working memory and fluid intelligence? Are there any differences in the performance of individuals with different associative learning abilities in the central execution of system function tasks and fluid intelligence tasks? In order to further investigate the relationship among associative learning, central executive system and fluid intelligence, this study tested the associative learning ability of 150 students in the second grade of Huaxia Middle School in Taikang County, Henan Province, and screened out high score groups from them. There were 43 people in each group, for a total of 86 people. Then, the central executive system refresh, inhibition and conversion function of the 86 subjects were studied by the performance of fluid intelligence. This paper mainly studies whether there are significant differences in refresh, inhibition, conversion function and fluid intelligence among individuals with different associative learning abilities, as well as the relationship among associative learning, central executive system and fluid intelligence. This study mainly uses correlation analysis, independent sample T test, regression analysis, and statistical analysis method to establish structural equation model. The conclusions of this study are as follows: 1) there are significant differences in the performance of individuals with different associative learning abilities in the task of refreshing the central executive system. The high score group of associative learning task was significantly higher than the low group in refresh task. 2) there are significant differences in the performance of individuals with different associative learning abilities on the suppression task of the central executive system. The scores of high score group in associative learning task were significantly higher than those in low score group. 3) there are significant differences in the performance of individuals with different associative learning abilities in the task conversion of the central executive system. The high scores of associative learning tasks were significantly higher than those of low scores. (4) there were significant differences in the performance of fluid intelligence test task among individuals with different associative learning abilities. The scores of high score group of associative learning task on fluid intelligence task were significantly higher than that of low group. From the analysis of the correlation matrix, we find that the refresh function of the central executive system is significantly related to the associative learning task. Inhibition, conversion and associative learning were not significantly correlated. Regression analysis shows that the refresh function of the central executive system has an important predictive effect on associative learning ability, among which inhibition and conversion functions have no significant predictive effect on associative learning achievement in regression analysis. 7) by establishing the structural equation model and discovering associative learning, the central execution system plays an important role in the prediction of fluid intelligence. The predictive effect of central execution system on fluid intelligence is higher than that of associative learning. Together, both can predict partial variations in fluid intelligence.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842.3

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