学习困难学生视空间工作记忆提取能力的多指标分析

本实验设计高、低两种加工负载的视空间WM作业，采用WM广度、提取错误值和提取速度三项指标评估学困生视空间WM的提取能力，比较学困生和学优生视空间WM的提取能力间的差异。结果表明：无论在低加工负载条件下还是在高加工负载条件下，学困生视空间WM的提取能力都比学优生差。在不同加工负载条件下，三项指标对评估学困生和学优生视空间WM提取能力间差异的重要程度不同。低加工负载条件下WM容量和提取错误值是较好的指标，而高加工负载条件下WM容量和提取速度是较好的指标。

Accessing the Retrieval Capability of Visuospatial Working Memory of Students With Learning Disabilities

Two visuospatial working memory tasks that had different processingload were designed. The present study accessed the retrievalcapabilities of visuospatial working memory of students with learningdisabilities by analyzing three indexes: working memory span, errorrates in retrieval and retrieval speed, and compared students withlearning disabilities with excellent students. The results showed: under the condition of both high and low processing loads, students withlearning disabilities scored significantly lower than those of the excellent group.Under two processing load conditions, three indexes played a different role in accessing retrieval capabilities of visuospatial working memory: under the low processing load condition, the working memory span and error rates in retrieval were better indexes than retrieval speed; under the high processing load condition, working memory span and retrieval speed were better indexes than error rates in retrieval.