本文選題：文學(xué)特長(zhǎng)生 + 空間能力��； 參考：《蘇州大學(xué)》2014年碩士論文

【摘要】：本研究的目的是通過腦電技術(shù)考察文學(xué)特長(zhǎng)生進(jìn)行語言信息加工和非語言性質(zhì)的空間信息加工時(shí)的腦功能模式。為此，本研究選擇了18名在文學(xué)創(chuàng)作上具有突出成績(jī)的語言文學(xué)專長(zhǎng)的大學(xué)生（文學(xué)特長(zhǎng)生）（平均年齡=20.94；標(biāo)準(zhǔn)差=1.06），并以隨機(jī)方式選擇了30名在文學(xué)上無特長(zhǎng)的其他專業(yè)大學(xué)生作為普通對(duì)照組（平均年齡=20.55；標(biāo)準(zhǔn)差=1.68）。兩組被試均接受瑞文高級(jí)推理測(cè)試（一項(xiàng)用于鑒別較高智力水平被試智力狀況的非語言性質(zhì)的智力測(cè)試）、語言閱讀理解測(cè)試、二維空間旋轉(zhuǎn)和三維空間旋轉(zhuǎn)測(cè)試（測(cè)試空間能力中的心理旋轉(zhuǎn)子能力）、鑲嵌圖形測(cè)試（測(cè)試空間能力中的空間知覺子能力）和皮亞杰水平測(cè)試（測(cè)試空間能力中的空間視覺子能力）。 研究結(jié)果表明，文學(xué)特長(zhǎng)生與普通大學(xué)生對(duì)照組在上述各項(xiàng)測(cè)試的行為指標(biāo)（正確率）上無顯著差異，但在語言信息加工和空間信息加工的腦激活模式上卻存在顯著差異。具體而言，在語言閱讀理解加工時(shí)，與以往研究一致，普通被試表現(xiàn)出左腦主導(dǎo)的激活模式；所不同的是文學(xué)特長(zhǎng)生表現(xiàn)出雙腦激活模式，該模式可能表明文學(xué)特長(zhǎng)生具有相對(duì)于普通被試更發(fā)達(dá)的右腦語言功能，即充分激活右腦資源協(xié)助語言加工的傾向，這個(gè)特征也可能是文學(xué)特長(zhǎng)生依據(jù)的腦生理基礎(chǔ)。在空間信息加工時(shí)，普通被試的腦激活模式與以往研究基本保持了一致，即以右腦主導(dǎo)激活模式來加工二維旋轉(zhuǎn)測(cè)試，以左腦主導(dǎo)激活模式（左額葉和左顳葉）來加工三維旋轉(zhuǎn)測(cè)試和鑲嵌圖形測(cè)試，以額葉主導(dǎo)激活模式來加工皮亞杰水平測(cè)試。與之相比，文學(xué)特長(zhǎng)生表現(xiàn)出了語言加工腦功能模式遷移的趨勢(shì)，在二維旋轉(zhuǎn)、三維旋轉(zhuǎn)和鑲嵌圖形測(cè)試上皆表現(xiàn)出雙腦激活模式，，唯獨(dú)在強(qiáng)調(diào)空間視覺信息快速判斷能力的皮亞杰水平測(cè)試上表現(xiàn)出右腦主導(dǎo)激活模式，該結(jié)果反映不同空間子能力測(cè)試的性質(zhì)差異調(diào)節(jié)了文學(xué)特長(zhǎng)生表現(xiàn)出語言加工腦功能模式遷移的趨勢(shì)，即文學(xué)特長(zhǎng)生傾向于以其語言加工腦功能模式來加工較困難、可進(jìn)行逐步分析的空間信息。 上述文學(xué)特長(zhǎng)生在語言信息和空間信息加工上表現(xiàn)出的獨(dú)特的雙腦激活模式可能是文學(xué)特長(zhǎng)生這個(gè)群體的獨(dú)特腦功能特征，該推論還需要進(jìn)一步研究來證實(shí)。
[Abstract]:The purpose of this study is to investigate the brain function patterns of literary gifted students in the processing of language information and non-linguistic spatial information through EEG technology. To this end, this study selected 18 students with outstanding achievements in literary writing language and literature specialty (literary students) (mean age of 20.94; The standard deviation was 1.06, and 30 college students with no major in literature were randomly selected as the control group (mean age was 20.55; standard deviation was 1.68). Both groups were given the Raven Advanced reasoning Test (a non-verbal intelligence test used to identify the intelligence status of the subjects with a higher level of intelligence) and the language reading comprehension test. Two dimensional and three dimensional spatial rotation tests (to test mental rotation subcapabilities in spatial capabilities), mosaic graphics tests (to test spatial perceptual subabilities) and Piaget level tests (to test spatial capabilities) The spatial visual subability of the The results showed that there was no significant difference in the behavioral indexes (accuracy) between the literary gifted students and the normal college students, but there were significant differences in the brain activation patterns of language information processing and spatial information processing. In particular, in the processing of language reading comprehension, consistent with previous studies, the common subjects showed a left-brain-dominated activation pattern, while the literary gifted students showed a double-brain activation pattern. This model may indicate that literary gifted students have a more developed right brain language function than ordinary subjects, that is, the right brain resources are fully activated to assist language processing, and this feature may also be the basis of brain physiology for literary talents. In spatial information processing, the brain activation mode of the common subjects was basically consistent with previous studies, that is, the right-brain-dominated activation mode was used to process two-dimensional rotation test. The left brain-dominated activation mode (left frontal lobe and left temporal lobe) was used to process 3D rotation test and mosaic pattern test, and Piaget horizontal test was processed by frontal lobe dominant activation mode. In contrast, literary gifted students showed the tendency of brain function pattern migration in language processing, and showed two brain activation patterns in two dimensional rotation, three dimensional rotation and mosaic pattern testing. Only in the Piaget level test, which emphasizes the ability of quick judgment of spatial visual information, did the right-brain-dominated activation mode. The results show that the differences in the nature of different spatial subcompetence tests regulate the tendency of language processing brain function pattern transfer of literary gifted students, that is, literary gifted students tend to use their language processing brain function model to process more difficult. Spatial information that can be analyzed step by step. The unique biencephalon activation pattern in the processing of language information and spatial information may be the unique brain function of literary gifted students, which needs further study to prove.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B848

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