摘要
目的:考察不同学业成绩类型学生认知灵活性发展情况。方法:从小学三年级、五年级、初中二年级、高中二年级中分别挑选被试各80人,共320人。每个年级的80人中,又分别包括四种类型(每种类型20人),进行认知灵活性测量。结果:威斯康星卡片分类测试的正确总数、持续错误数:除了两种偏科学生组之间差异不显著之外(P>0.05),其他各组之间差异非常显著(P<0.001);随机错误数:除了双差生与偏语文组之间差异不显著之外(P>0.05),其他各组之间差异非常显著(P<0.001);完成分类数:除了双差生与偏语文组及两种偏科组之间差异不显著之外(P>0.05),其他各组之间差异非常显著(P<0.001)。连线测试B的正确数、完成测试所使用时间、转换注意时间:除了双差生与两种偏科组以及两种偏科组之间差异不显著之外(P>0.05),其他各组之间差异非常显著(P<0.001)。结论:认知灵活性与学生的学业成绩关系密切。
Objective： To review the development of cognitive flexibility of the students of different academic achievement. Methods： 320 students were selected from Grade Three of primary schools, and Grade Five; and Grade Two of junior middle schools, Grade Two of senior middle schools. There were 80 subjects in each grade and they were divided into 4 types. They were given two tests of cognitive flexibility. Results： ①The students who studied well in both Chinese and math were the best in the two tests; On the contrary, the students who studi.ed poorly in both Chinese and math were the worst. ②The students who studied well in Chinese while poorly in math and who studied well in math while poorly in Chinese were both at the middle level; there was no outstanding difference between the two types of students in most of items of the two tests, but there was outstanding level between the two types of students in the specific items of the two tests. ③The students who studied well in both Chinese and math were better than the students who studied well in Chinese while poorly in math and who studied well in math while poorly in Chinese in the two tests; there were some differences between the students who studied well in Chinese while poorly in math and who studied well in math while poorly in Chinese than the students who studied poorly in both Chinese and math. Conclusion： Cognitive flexibility has osculation relation with the schoolwork achievements of the students.
出处
《中国临床心理学杂志》
CSCD
2007年第2期191-193,共3页
Chinese Journal of Clinical Psychology
关键词
执行功能
认知灵活性
学生
Executive function
Cognitive flexibility
Students
