共查询到17条相似文献,搜索用时 125 毫秒
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学习困难儿童的元记忆监测与控制特点 总被引:13,自引:2,他引:11
以有无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级学习困难儿童的元记忆监测、控制水平与学优儿童之间的差异及其发展特点进行研究。结果表明:1.学习困难儿童在三种元记忆监测判断等级上均显著低于学优儿童。2.学习困难儿童具有元记忆控制能力,但其控制水平相对低于学优儿童。3.学习困难儿童的元记忆监测判断和学习时间分配之间存在交互影响。4.学习困难儿童的元记忆监测和控制水平存在较为复杂的发展特点。据此得出结论认为,学习困难儿童的元记忆监测与控制能力都比学优儿童差,同时也表现出一定的发展趋势。 相似文献
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学习困难儿童元记忆能力的实验研究 总被引:2,自引:0,他引:2
该研究以有和无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级的学习困难儿童与学优儿童的JOL监测判断水平和学习时间分配之间的差异及其发展特点进行研究。结果表明:(1)学习困难儿童的JOL判断等级显著低于学优儿童;(2)在自定步骤学习过程中,随着年级增长,学习困难儿童能够根据学习材料的性质决定其学习时间的分配策略,表现出一定的元记忆控制能力,但其分配策略的有效性不高;(3)学习困难儿童的JOL监测判断水平和学习时间分配策略从小三到小五在缓慢提高;(4)学习困难儿童的JOL监测判断和学习时间分配之间存在交互影响。 相似文献
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学习困难儿童的问题解决特点研究 总被引:5,自引:0,他引:5
本研究选取学习困难儿童和正常儿童各 3 2名 ,设置河内塔问题解决的情境 ,采用临床观察法 ,对学习困难儿童在问题解决中的特点作了初步的探究。研究发现 :1与正常儿童相比 ,学习困难儿童在发现和有效运用策略方面明显不足 ,但当学习困难儿童对问题情境比较熟悉后 ,有明显的进步 ;2一定的提示并不能帮助学习困难儿童最有效地应用策略。 相似文献
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本研究意在考查动态测验对数学学习困难儿童作进一步程度区分的有效性。以传统且常用的数学学习困难鉴别方式和标准选取30名四年级数学学习困难儿童为实验组,30名同年级智力匹配儿童为对照组,以Swanson认知加工测验(S-CPT)的4个子测验为测量工具对被试进行动态测验。结果发现:(1)在传统数学学习困难鉴别方式的基础上,动态测验的“潜在认知能力”指标可以对儿童数学成绩增加19%的预测力;(2)以“潜在认知能力”指标为依据能够将数学学习困难儿童进一步区分为“发展落后”和“发展缺陷”两个水平;(3)“发展落后”儿童一年内数学成绩发生了增长性变化,与正常儿童水平相当,而“发展缺陷”儿童的数学成绩没有变化。研究证实关注潜能指标的动态测验范式在快速、准确甄别数学学习困难儿童上具有独特效用。 相似文献
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学习困难儿童友谊质量、定向、孤独感的研究 总被引:9,自引:0,他引:9
采用问卷法对2-6年级学习困难儿童研究发现,与非学习困难儿童相比,学习困难儿童友谊质量、定向显著偏低,孤独感显著偏高;性别对学习困难儿童友谊质量、定向影响显著,孤独感受年龄影响显著,另外,学习困难儿童友谊质量、定向能够显著地负向预测孤独感。 相似文献
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超常与普通儿童元记忆知识发展的实验研究 总被引:3,自引:0,他引:3
本研究主要探讨超常儿童与普通儿童早期元记忆知识的发展。运用对偶图片对被试的个体变量、项目变量、过程变量、策略变量、遗忘与回忆变量知识分别进行了考察。结果表明,5—7岁儿童是元记忆知识快速发展的时期,每一年龄组儿童的元记忆知识总体水平都显著地高于低一年龄组的儿童;超常儿童的元记忆知识水平均与高一年龄组的普通儿童基本相同,与超常儿童发展的单一优势模式相吻合。 相似文献
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Classification rules for basic phonological processing disabilities and nonverbal learning disabilities: formulation and external validity. 总被引:4,自引:0,他引:4
Rules for the classification of two subtypes of learning disabilities (LD), namely, Basic Phonological Processing Disabilities (BPPD) and Nonverbal Learning Disabilities (NLD), are reported. These rules (refined as a result of application to two separate samples of children with LD) were used to select children from an entirely new sample who could be classified as having "definite" or "probable" BPPD or NLD. As a first step in the external validation of these rules, the patterns of psychosocial functioning exhibited by these two subtypes of LD were determined. As predicted, the vast majority of the BPPD subtype exhibited a pattern most consistent with normal or relatively normal psychosocial adjustment, and no appreciable increase in the incidence of significant psychosocial disturbance with advancing years. Also, as predicted, an increasing incidence of internalized psychosocial dysfunction (a form of significant psychosocial disturbance) was evident in the NLD subtype with advancing years. It is clear that children classified as having BPPD or NLD using these rules exhibit quite different, and predicted, relative patterns of psychosocial functioning. Thus, in this sense, the rules have concurrent validity. Finally, sets of rules/criteria for classification are presented that reflect their actual incidence in the two subtypes of LD generated for use in the validation phase of this investigation. These rules would appear to be useful for clinical purposes. It is also clear that they should be subjected to further validation studies in a broader age range for clinical and research purposes. 相似文献
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Rules for the classification of two subtypes of learning disabilities (LD), namely, Basic Phonological Processing Disabilities (BPPD) and Nonverbal Learning Disabilities (NLD), are reported. These rules (refined as a result of application to two separate samples of children with LD) were used to select children from an entirely new sample who could be classified as having ‘definite’ or ‘probable’ BPPD or NLD. As a first step in the external validation of these rules, the patterns of psychosocial functioning exhibited by these two subtypes of LD were determined. As predicted, the vast majority of the BPPD subtype exhibited a pattern most consistent with normal or relatively normal psychosocial adjustment, and no appreciable increase in the incidence of significant psychosocial disturbance with advancing years. Also, as predicted, an increasing incidence of internalized psychosocial dysfunction (a form of significant psychosocial disturbance) was evident in the NLD subtype with advancing years. It is clear that children classified as having BPPD or NLD using these rules exhibit quite different, and predicted, relative patterns of psychosocial functioning. Thus, in this sense, the rules have concurrent validity. Finally, sets of rules/criteria for classification are presented that reflect their actual incidence in the two subtypes of LD generated for use in the validation phase of this investigation. These rules would appear to be useful for clinical purposes. It is also clear that they should be subjected to further validation studies in a broader age range for clinical and research purposes. 相似文献
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Visuospatial working memory (VSWM) and visual perception were examined in two groups aged 11–13, one with children displaying symptoms of nonverbal learning disability (NLD) (n = 18) and the other a control group without learning disabilities (n = 18). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with VSWM tests involving visual and spatial-simultaneous processes, and also with a classical visual illusion, a classical ambiguous figure, as well as visual perception tests specifically devised for the present study. Results revealed that performance of children at risk of NLD was worse than controls in some VSWM and in visual perception tests without memory involvement; these latter required comparisons of visual stimuli and locations in space with distractors. Moreover, the two groups differed in perceiving the classical ambiguous figure. Findings are discussed in the light of both theoretical and clinical implications. 相似文献
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Metamemory and academic achievement: testing the validity of a group-administered metamemory battery
This study was designed to assess the validity of a recently introduced group-administered battery of metamemory tasks for children and to concurrently assess the relationship between performance on these tasks and academic achievement for second- and fourth-grade normal and learning-disabled (LD) children. Consistent with theoretical predictions and with results from individually administered metamemory tasks, significant age-related performance differences were found for four of the battery's five subtests. However, three of these four performance differences appeared to be due to a floor effect--that is, the second graders performed at chance levels for all but one of the subtests. Nevertheless, modest zero-order correlations between academic achievement measures and scores on metamemory subtests, which did show interpretable age-related performance differences, were found, as were significant group (normal versus LD) differences for fourth graders. In all, these results provided some support for the validity and the utility of the group-administered metamemory battery, although the performance of young children must be interpreted with caution. 相似文献