摘 要:
使用Crack the Code任务考察单纯型与混合型数学困难小学儿童的执行水平，结果发现：单纯型数学困难儿童在对认知资源要求较高的任务上的执行水平显著低于数学优良生，但在认知要求较低的任务上二者之间没有显著差异；混合型数学困难儿童执行水平最低，在两个难度水平执行任务上的表现均显著差于数学优良生、单纯型数学困难儿童。小学儿童执行水平年级差异似乎主要表现在认知负荷较高的任务上，1年级学生与3．5年级学生的执行水平存在显著差异。[著者文摘]
文章出处:
《心理科学》-2008年31卷1期 -45-48页
栏目信息:
The Executive Levels of Two Types of Mathematics Learning Disabilities
Zuo Zhiong, Deng Ciping, Li Qiwei （1 College of Preschool Education and Special Education, East China Normal University, Shanghai, 200062;2 Department of Psychology, East China Normal University, Shanghai, 200062）
Abstract:
Experimental tasks were recomposed from Crack the Code and displayed on the computer. The results indicated that there were no differences in tasks between pure MLD children and excellent ones when less cognitive resources were needed, but the differences were significant in tasks demanding rich cognitive resources. Of all three groups, the MRD group got the lowest mean scores of cognitive execution, not only in easy tasks but in difficult ones; this group is significantly lower than either the excellent group or the pure MLD group. The main effect of age was found only in tasks demanding rich cognitive resources, with grade one students significantly lower than grade three and grade five students; although fifth graders got higher scores of execution than third graders, the difference was not of statistical significance, implying a slow-down developmental process after grade three.[著者文摘]
Key words:
executive level, .pure mathematics learning disability, mathematlcs-reading disability
基金资助:
本研究受国家自然科学基金（项目编号：30470581）、上海哲社会科学规划课题（项目编号：2005EJY001）及华东师范大学2005年优秀博士生培养基金的资助.
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