在抑制分心物干扰效应上学困生和学优生的比较

采用Stroop颜色命名作业，在严格控制各种条件下探究重复分心物的促进效应是由习惯化机制还是由分心物连续抑制机制造成的问题，进而比较学困生和学优生在Stroop干扰效应、重复分心物促进效应和负启动效应上的差异，结果显示，重复分心物促进效应是由习惯化机制造成的。这种抑制机制，只有在分心物重复条件下才能发挥作用；因而其效用并不广泛；而负启动效应所指的分心物抑制机制却是一种效用广泛的抑制机制。并进而揭示，学困生和学优生都存在重复分心物促进效应，但因学困生的负启动效应比学优生小，所以学困生在Stroop色词干扰效应上大于学优生。

COGNITIVE PROCESSING MECHANISM OF LEARNING DIFFICULTIES OF STUDENTS

Under strictly controlled conditions, Stroop color naming task was used in the present research to explore whether the facilitation effect of distractor repetition was caused by habituation or by the continuous inhibitory mechanism of the distractor. This study further compared the differences between the stroop interference effect, the facilitation effect of distractor repetition, and the negative priming effect between students with and without learning difficulties. The results showed that the facilitation effect of distractor repetition was caused by habituation. Because habituation functioned merely in the condition that distractors were repeated, its effectiveness was not general. Whereas the distractor inhibitory mechanism referred by negative priming effect was a mechanism with general effectiveness. Furthermore, significant facilitation effect of distractor repetition was found both in students with and without learning difficulties, but due to poorer negative priming effect of the former, their Stroop interference effect was more significant than that of the students without learning difficulties.