摘要
为了考察初中数学学习困难学生抑制控制能力是否存在缺陷,从初中一、二年级选取数学学习困难学生47人,另外随机选取51名数学学习正常学生为对照组,运用flanker与go/no-go任务对两组学生的抑制控制能力进行测量研究.结果表明：（1）flanker与go/no-go任务各条件下的正确率与数学成绩显著正相关,flanker与go/no-go任务各条件下的个体内反应时变异（IIV）与数学成绩显著负相关.（2）数学学习困难组学生在flanker与go/no-go任务条件下的正确率上显著低于对照组;在flanker与go/no-go任务条件下的IIV上,数学学习困难组学生显著高于对照组.因此,数学学习困难学生的抑制控制能力及执行脑功能落后于普通学生,对数学学习困难学生的数学教育应重视对其执行功能进行训练以及执行脑功能的干预与改善.
Previous studies had found that,as two important aspects of executive function（EF）,the ability of working memory and cognitive flexibility of children with mathematical learning disability was lower than those normal children.However,whether the ability of inhibitory control as another important aspect of EF in children with mathematical learning disability was lower than those normal children remain unknown.To examine the deficits in ability of inhibitory control of junior school students with mathematical learning disability,flanker and go/no-go tasks were administered to 98 junior school students.47 students with mathematical learning disability were selected as experiment group,and 51 normal students were selected as control group from grade 1-2 in one junior school.Results indicated that the accuracy of different conditions of flanker and go/no-go tasks which reflects the ability of inhibitory control of students was significantly positively correlated with scores of mathematics.The accuracy of different conditions of flanker and go/no-go tasks was positive predictors of scores of mathematics.Intraindividual reaction time variability（IIV） under conditions of different conditions of flanker and go/no-go tasks was significantly negatively correlated with scores of mathematics and was negative predictors of scores of mathematics.In the accuracy of different conditions of flanker and go/no-go tasks,the scores of students with mathematical learning disability were lower than those of normal students.In IIV under conditions of different conditions of flanker and go/no-go tasks,the scores of students with mathematical learning disability were higher than those of normal students.The findings showed the ability of inhibitory control and executive brain function of junior school students with mathematical learning disability was lower than those of normal students.
出处
《数学教育学报》
CSSCI
北大核心
2018年第1期47-51,共5页
Journal of Mathematics Education
基金
2016年度教育部人文社会科学研究一般项目——初中数学学习困难学生执行功能缺陷及干预研究(16YJA190001)
2016年度甘肃省“十三五”教育科学规划课题——西北地区高中数学课堂教学方式转变的现实与困境研究(GS[2016]GHBZ017)
西北师范大学教育学院教师教育职前职后一体化研究项目——基于学习共同体理论的教学实习模式研究(YTH09)
