摘要
采用两因素混合实验设计。在严格控制条件下，比较了学困生和学优生在工作记忆（ＷＭ）容量上的差异，并在此基础上引入提示程序进一步探讨，学困生ＷＭ容量低主要是由存贮能力造成的还是由加工效率造成的或是两者同时起作用的问题。实验结果表明，在ＷＭ容量上学困生不如学优生，差异很显著（Ｐ＜０．０１）。学困生ＷＭ容量低主要由其存贮能力造成的。此结果启示人们应注重训练学困生的存贮能力，以提高其ＷＭ容量，从而改善他们的学业。
In strictly controlled conditions, a 2 × 3 mixed design was used in the presentresearch to investigate the difference of working memory (WM) capacity betweenstudents with learning difficulties and students good at learning. On this basis, cueingprocedure was introduced to explore further the deficits of students with learningdifficulties in WM capacity were due to storage ability, processing efficiency or bothof them together. The results showed that students with leading difficulties wereinferior to students good at learning in WM capacity (P < 0.01). The results alsorevealed that the deficits of students with learning difflculties in WM capacity wereprimarily caused by their storage ability. These findings indicate that one should putmore emphasis on the training in storage ability of students with learning difficultiesto broaden their WM capacity and improve their learning.
出处
《心理学报》
CSSCI
CSCD
北大核心
1999年第1期47-52,共6页
Acta Psychologica Sinica
关键词
工作记忆
存贮能力
心理学
学习困难学生
students with learning difficulties, working memory, storage ability,processing efficiency.
