工作记忆中央执行对儿童算术认知策略的影响

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (4): 24-28.

工作记忆中央执行对儿童算术认知策略的影响

王明怡^1,2, 陈英和¹

1. 北京师范大学发展心理研究所, 北京, 100875;
2. 北京林业大学人文社会科学学院心理学系, 北京, 100083

出版日期:2006-10-15 发布日期:2006-10-15
通讯作者: 陈英和,女,北京师范大学发展心理研究所教授,博士.E-mail:yinghechen@263.net E-mail:yinghechen@263.net
基金资助:
全国教育科学规划国家重点项目(ABA050001);教育部人文社会科学重点学科基地项目(02JAZJDXLX002)

The Influence of Central Executive of Working Memory on Children’s Arithmetical Cognitive Strategies

WANG Ming-yi^1,2, CHEN Ying-he¹

1. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;
2. Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing 100083

Online:2006-10-15 Published:2006-10-15

摘要/Abstract

摘要： 运用“双重任务”范式,以113名小学二年级儿童为被试,考察了儿童工作记忆的中央执行对算术认知策略表现的影响。结果表明:中央执行对儿童算术认知策略的选择产生了针对性的影响,集中表现在外部策略、支持性策略和猜测放弃策略上。中央执行干扰使策略执行的正确率下降、反应时增加。在简单加法任务上,中央执行影响了外部策略和支持性策略的选择频次;在复杂任务中,这种影响体现在外部策略和放弃策略上。无论是简单任务还是复杂任务,中央执行的干扰都造成了策略整体执行效果的下降。

关键词: 儿童, 工作记忆, 中央执行, 算术, 认知策略

Abstract: The influence of central executive of working memory on arithmetic cognitive strategies of 113 children in primary 2 by using dual-task paradigm was explored.The results indicated that central executive affected select ively children's arithmetical cognitive strat egy selection.The influenced strategies included external, backup, guessing and quit.Strategy execution was also impaired by central execut ive disturbing.In simple additional problems, the effect of central executive showed in external and backup strategies.In complex problems, the effect was revealed in external and quit strategies.Whatever the problems were simple or complex, the execution of the strategies was impaired under the condition with a load on central executive.

Key words: child, working memory, central executive, arithmetic, cognitive strategy

王明怡, 陈英和. 工作记忆中央执行对儿童算术认知策略的影响[J]. 心理发展与教育, 2006, 22(4): 24-28.

WANG Ming-yi, CHEN Ying-he. The Influence of Central Executive of Working Memory on Children’s Arithmetical Cognitive Strategies[J]. Psychological Development and Education, 2006, 22(4): 24-28.

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