小学生的工作记忆资源分配策略

以连环数运算的问题解决为实验材料,以小学三到六年级175名学生为被试,对小学生工作记忆资源的分配策略进行了考察。结果发现:小学生工作记忆资源的分配策略有多种,策略具有多样性;外部策略的正确性高于内部策略和内外部结合策略;使用不同策略解决问题的反应时差异显著;高年级学生比低年级学生更倾向于选择效率较高的策略。     

认知负荷对小学生工作记忆资源分配策略的影响

以不同认知负荷的连环数认知运算为实验材料,以小学三到六年级175名学生为被试,考察了认知负荷对小学生工作记忆资源分配策略的影响。结果表明:认知负荷的难度明显地影响到了小学生工作记忆资源分配策略。在策略的选择方面,认知负荷对于小学生认知操作成绩的影响力在低年龄段时没有达到显著性差异,而小学六年级则差异显著;在策略的正确率方面,认知负荷难度的影响力随年级的升高而相对减少;在策略的解题速度方面,认知负荷的难度也明显地影响到了小学生工作记忆资源分配策略的解题速度。     

奖赏对工作记忆提取准确性的促进及其机制

根据任务需要准确提取工作记忆表征对提高认知效率具有重要意义。但工作记忆提取准确性的调节因素及机制尚不清楚。本研究以关系人类生存和发展的价值因素为切入点,在工作记忆提取阶段呈现奖赏线索,分别采用单次提取(实验1)与连续提取任务(实验2)考察工作记忆提取过程的奖赏调节机制。考察工作记忆提取过程的奖赏调节机制。实验1和2分别采用单次提取和连续提取任务。本研究发现：(1)奖赏可以直接促进工作记忆提取准确性;(2)奖赏促进作用的机制是对工作记忆资源的再分配;(3)奖赏促进作用受提取顺序和个体工作记忆能力差异的影响。这些发现揭示了工作记忆提取阶段的奖赏调节机制,为促进认知效率提供了科学依据。     

成就目标定向、测验焦虑与工作记忆的关系

在工作记忆广度测验情境下,以152名中学生为被试,考察成就目标定向、测验焦虑和工作记忆的关系。结果表明四种成就目标定向与测验焦虑和工作记忆间具有不同的关系模式：成绩-接近目标与较低的测验焦虑水平和较高的工作记忆广度相关;掌握-接近目标与担忧、情绪化,与工作记忆广度相关不显著;成绩-回避目标与测验焦虑中的担忧和情绪化正相关,与工作记忆广度负相关;掌握-回避目标与担忧和情绪化存在正相关,与工作记忆广度存在接近显著的相关。测验焦虑是成绩-接近和成绩-回避目标影响工作记忆的中介变量。在测验焦虑中,情绪化对工作记忆的干扰大于担忧的干扰     

由两个模型看视觉工作记忆容量机制的研究

在众多的实验基础上, 研究者提出了分析视觉工作记忆的“容量有限模型”和“资源灵活分配模型”, 而两个模型在以下三方面存在着争论：(1)视觉工作记忆中保存的项目精度是否是固定的, (2)资源分配的模式是连续分配的还是以量子化模式分配的, (3)存储单元是以特征为单元还是以客体为单元。未来该领域的研究应加强对视觉工作记忆容量单元的探讨, 探索应用新的研究方法, 控制影响视觉工作记忆容量的空间因素等。     

中学生学习策略的结构与使用特点

本文采用修订的中学生学习策略量表,系统考察了初一到高三1341名中学生学习策略的使用情况。结果表明:①本次修订的中学生学习策略量表具有良好的信度和效度,划分为认知策略、元认知策略和资源管理策略的结构合理;②中学生在认知策略、元认知策略和资源管理策略的使用上有随年级增长而下降的趋势,在资源管理策略上女生得分明显高于男生;③时间管理策略、努力策略和支持寻求策略对初中生的学习成绩有正向预测作用,调节策略和努力策略对高中生的学习成绩有正向预测作用,而支持寻求策略有负向预测作用。     

情绪调节对工作记忆的影响

本研究采用实验室研究方法,以情绪调节策略中的认知重评和表达抑制为自变量,以工作记忆绩效和情绪自评差异为因变量,旨在探讨不同的情绪调节策略对工作记忆的影响。结果表明:负性情绪使工作记忆绩效降低;通过情绪调节,可以改变负性情绪对工作记忆的影响效果;不同情绪调节策略对工作记忆影响效果不同:认知重评缓解负性情绪下工作记忆绩效的下降,表达抑制加剧负性情绪下工作记忆绩效的下降。     

分配注意与发音抑制对视觉工作记忆的影响

本研究通过两个实验考察了分配注意与发音抑制对视觉工作记忆再认能力的影响.结果表明,保持阶段的分配注意与编码阶段的分配注意相比,对视觉工作记忆成绩影响更大;双任务条件下,被试正确回忆言语刺激时,视觉作业的正确率高,而错误回忆言语刺激时,视觉作业的正确率会降低;发音抑制与视觉工作记忆成绩无关.     

工作记忆容量对显、隐性反馈的调节机制研究

本研究选择汉语量词为目标语结构,考察工作记忆容量对显、隐性两类反馈不同的调节机制。105名来自加拿大多伦多地区母语为英语的中学生被随机分为显性修正组、隐性重铸组和控制组,工作记忆容量采用听力跨度测试测量,显、隐性反馈的效果通过语法判断测试与引导性模仿测试分别进行评估。研究结果表明:(1)工作记忆容量有效调节了显性反馈,但对隐性反馈的调节作用不明显;(2)受试的工作记忆容量越高,对显性反馈的调节作用就越明显。     

大学生工作记忆容量对图形推理影响的眼动研究

采用眼动技术,选取瑞文图形推理测验作为实验材料,探讨工作记忆对于图形推理过程的影响。实验为2(工作记忆容量:高、低)×2(性别:男、女)×3(题目难度:高、中、低)的混合实验设计。以扫视时间、眼跳幅度、注视次数、扫视次数、瞳孔直径为因变量指标。实验结果表明:第一,不同性别大学生进行图形推理过程的眼动模式有一定差异,但这种差异并非由工作记忆差异所导致,而是图形推理策略不同所引起;第二,工作记忆容量高低影响图形推理过程,由于工作记忆影响注意资源分配,从而工作记忆容量高低不同会导致采用不同的策略进行图形推理,不仅影响工作记忆推理过程,也导致推理成绩的差异。这些结果能为学生选择适合自己的学习策略、因材施教以及考试测评提供依据。     

Strategies for written additions in adults

Studies about strategies used by adults to solve multi-digit written additions are very scarce. However, as advocated here, the specificity and characteristics of written calculations are of undeniable interest. The originality of our approach lies in part in the presentation of two-digit addition problems on a graphics tablet, which allowed us to precisely follow and analyse individuals’ solving process. Not only classic solution times and accuracy measures were recorded but also initiation times and starting positions of the calculations. Our results show that adults largely prefer the fixed columnar strategy taught at school rather than more flexible mental strategies. Moreover, the columnar strategy is executed faster and as accurately as other strategies, which suggests that individuals’ choice is usually well adapted. This result contradicts past educational intuitions that the use of rigid algorithms might be detrimental to performance. We also demonstrate that a minority of adults can modulate their strategy choice as a function of the characteristics of the problems. Tie problems and additions without carry were indeed solved less frequently through the columnar strategy than non-tie problems and additions with a carry. We conclude that the working memory demand of the arithmetic operation influences strategy selection in written problem-solving.     

Neural correlates of arithmetic calculation strategies

Recent research into math cognition has identified areas of the brain that are involved in number processing (Dehaene, Piazza, Pinel, & Cohen, 2003) and complex problem solving (Anderson, 2007). Much of this research assumes that participants use a single strategy; yet, behavioral research finds that people use a variety of strategies (LeFevre et al., 1996; Siegler, 1987; Siegler & Lemaire, 1997). In the present study, we examined cortical activation as a function of two different calculation strategies for mentally solving multidigit multiplication problems. The school strategy, equivalent to long multiplication, involves working from right to left. The expert strategy, used by “lightning” mental calculators (Staszewski, 1988), proceeds from left to right. The two strategies require essentially the same calculations, but have different working memory demands (the school strategy incurs greater demands). The school strategy produced significantly greater early activity in areas involved in attentional aspects of number processing (posterior superior parietal lobule, PSPL) and mental representation (posterior parietal cortex, PPC), but not in a numerical magnitude area (horizontal intraparietal sulcus, HIPS) or a semantic memory retrieval area (lateral inferior prefrontal cortex, LIPFC). An ACT-R model of the task successfully predicted BOLD responses in PPC and LIPFC, as well as in PSPL and HIPS.     

Emergence of Information-Retrieval Strategies in Numerical Cognition: A Developmental Study

A series of simple addition problems was presented in a reaction time, true-false verification task to subjects in Grades 2 through 4 and in college. This information-processing paradigm was used to measure the solution strategies used for problems that sometimes are solved too rapidly and accurately to allow for meaningful error analysis. A series of structural models representing different processing sequences was tested against reaction times for solution to different two-term addition problems. Young children and adults alike used a memory access process to solve highly overlearned addition problems such as 1 + 1 = 2, but solution strategies of more difficult problems differed by age. Younger children adopted a slow, effortful, implicit counting strategy, with efficiency developing in the middle elementary school years; adults performed in a manner consistent with at least some models of memory retrieval found in the literature. Children were classified into two groups, independently of grade, based on slope values from a regression equation computed on individual subject data. The two groups comprised what appeared to be "fast" and "slow" processors, who differed in terms of speed of processing as well as strategy used. Our findings are discussed in terms of models of semantic memory and the development of automatic information-processing skills.     

Do multiplication and division strategies rely on executive and phonological working memory resources?

The role of executive and phonological working memory resources in simple arithmetic was investigated in two experiments. Participants had to solve simple multiplication problems (e.g., 4 x 8; Experiment 1) or simple division problems (e.g., 42 / 7; Experiment 2) under no-load, phonological-load, and executive-load conditions. The choice/no-choice method was used to investigate strategy execution and strategy selection independently. Results for strategy execution showed that executive working memory resources were involved in direct memory retrieval of both multiplication and division facts. Executive working memory resources were also involved in the use of nonretrieval strategies. Phonological working memory resources, on the other hand, tended to be involved in nonretrieval strategies only. Results for strategy selection showed no effects of working memory load. Finally, correlation analyses showed that both strategy execution and strategy selection correlated with individual-difference variables, such as gender, math anxiety, associative strength, calculator use, arithmetic skill, and math experience.     

小学生图形推理策略发展特点的研究

本研究用我们修订的瑞文推理为材料,对145名儿童图形推理策略进行研究。结果发现：小学生在解决图形推理问题时使用六种策略,它们分别是分析策略、不完全分析策略、知觉分析策略、知觉匹配策略、格式塔策略和自主想象策略;不同年龄儿童在解决不同类型题目时的策略使用表现出不同的特点,儿童在解决数量规则题中,知觉分析策略在整个小学儿童阶段占主导地位,而在解决加减规则题中,分析策略占主导地位,随年龄增长而呈上升趋势;小学二年级开始出现图形推理能力发展的飞跃,二年级儿童开始能够同时观察到两种规则,五六年级儿童更能够不受题目形式的影响．而是从本质上把握逻辑规则。     

Evolution of cognitive processes for solving simple additions during the first three school years

The development of a group of children's cognitive strategies forn solving simple additions was studied by analyzing verbal reports given after each problem (I+J) was solved. The evolution of the cognitive processes involved a gradual shift from more primitive and less demanding strategies (in which, e.g., the child's fingers served as memory aid) to reconstructive memory processes (in which e.g., the answer was derived in a counting process in working memory) to retrieval processes (in which the answer was obtained form long term memory search). During the first semester of the first school year 36 percent of the problems (I⁺J≤13, I≠J, I≠0, I≠1, J≠1,) could not be answered, 40 percent of the solutions were obtained in the most frequent processes utilizing external meory aid and 16 percent in reconstructive memory processes. When in the second semester of the third school year, the same children solved th same problems by utilixing the followitn most frequent strategies; 31 percent long term memory retrieval, 38 percent reconstructive memory processes and 19 percent in processes utilizing external memory aid. If a problem was solved by using a given strategy this strategy was often most likely to have been used bt the child on the occasion before and to be used during the following semester as well. For long-term memory solutions this tendency was strongest and for other strategies it was coupled with a gradual shift towards strategies with increasing sophistication in terms of memory representation.     

Aging and self-reported internal and external memory strategy uses: The role of executive functioning

The aim of this study was to investigate the effect of advanced age on self-reported internal and external memory strategy uses, and whether this effect can be predicted by executive functioning. A sample of 194 participants aged 21 to 80 divided into three age groups (21-40, 41-60, 61-80) completed the two strategy scales of the Metamemory in Adulthood (MIA) questionnaire, differentiating between internal and external everyday memory strategy uses, and three tests of executive functioning. The results showed that: (1) the use of external memory strategies increased with age, whereas use of internal memory strategy decreased; (2) executive functioning appeared to be related only to internal strategies, the participants who reported the greatest use of internal strategies having the highest executive level; and (3) executive functioning accounted for a sizeable proportion of the age-related variance in internal strategy use. These findings suggest that older adults preferentially use external memory strategies to cope with everyday memory impairment due to aging. They also support the view that the age-related decrease in the implementation of internal memory strategies can be explained by the executive hypothesis of cognitive aging. This result parallels those observed using objective laboratory memory strategy measures and then supports the validity of self-reported memory strategy questionnaire.     

Metacognition and mathematics strategy use

The role of children's metacognitive knowledge in their mathematics strategy use was studied by a longitudinal examination of second graders' effort attributions, metacognition for mathematics, and strategy use while solving mathematics problems. Children's correct use of retrieval, internal and external strategies, and the prevalence of strategy use were assessed in September and the following January. Effort attributions for success and failure were also assessed at both points in time. In January, metacognitive knowledge about mathematics strategies was measured. Second graders possess metacognitive knowledge about mathematics strategies, and this knowledge is correlated most strongly with the tendency to use internal strategies in September and correct internal strategy use in September. Effort attributions measured at both timepoints were significantly related to metacognition. Effort attributions in January also correlated with the tendency to use internal strategies in January. In general, the results are consistent with self-system theories, which posit that metacognition, motivation, and strategy use work together to promote learning.