学习困难学生的有意遗忘研究
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摘要
有意遗忘是一种全新的记忆研究范式,与自然遗忘不同,它强调遗忘的有意性和指向性。目前主要有两种研究方法:项目法和字表法。一般认为,字表法有意遗忘的机制是提取抑制,所以通过字表法有意遗忘的研究可以揭示被试是否存在提取抑制能力。后来研究者们又提出,字表法有意遗忘中也存在编码的影响。而抑制缺陷和编码能力不足是造成学习困难两个主要原因。本研究采用字表法有意遗忘范式来探讨不同类型学习困难学生在有意遗忘任务中的表现,试图从这一领域来寻求学习困难的原因。
材料性质能够影响有意遗忘,而且不同类型的学习困难学生可能对不同的材料的敏感度不同,因此我们设计了两个实验:学困生的汉语单字信息有意遗忘和学困生的数字信息有意遗忘,来研究学习困难学生的有意遗忘。通过两个实验,本研究得到了如下结论:
(1)对照组学生在汉语单字有意遗忘实验中出现了有意遗忘现象,数困组、语困组、双困组在汉语单字有意遗忘实验中没有出现有意遗忘。
(2)汉语单字有意遗忘是提取抑制与编码共同作用的结果。
(3)对照组学生对汉字单字具有较强的抑制能力,数困、语困两类学生对汉语单字的抑制能力发展不完善,双困生的抑制能力最差。
(4)对照组和语困组表现出了数字信息有意遗忘现象,在数困组和双困组没有发现数字信息有意遗忘现象。
(5)数字信息有意遗忘的机制是提取抑制。
(6)对照组和语困组在数字信息有意遗忘实验中表现出较好的抑制能力,数困组和双困组对数字信息的抑制能力存在严重不足。
The study of intentional forgetting is a completely newly research paradigm. It emphasizes that it is intentional and directed and is very different from spontaneous forgetting. There are two main research methods at present: the list method and the item method. Generally, it is believed that retrieval inhibition play a very important role in the list method paradigm, so which can reveal participants’capacity on retrieval inhibition. Later researchers pointed out that the list method intentional forgetting effect is also affected by encoding. Inhibition deficits and coding capacity are two main reasons causing learning disability. In this study, we used the list method intentional forgetting paradigm to investigate the different type learning disabilities’performance in the task, trying to seek reasons for the disabilities from the field.
First, the nature of the experimental material affected intentional forgetting. Secondly, different types of learning disabilities may have different sensitivity for different materials. So we designed two experiments: Chinese word intentional forgetting with learning disabilities and Arabic numerals intentional forgetting with learning disabilities. Through two experiments, the conclusions of the study were following.
1. The control group, namely, the normal students in Chinese word intentional forgetting experiments appeared intentional forgetting phenomenon, but language difficulties group, mathematic disability and double-trapped group do not appear this phenomenon.
2. Chinese word intentional forgetting mechanism is retrieval inhibition and encoding.
3. In Chinese word intentional forgetting experiment, the students of control group, have the strongest suppression, the suppression of mathematic and reading disability students develop incompletely, and the inhibition of double-trapped group is the worst.
4. The control group and the reading disability group display Arabic numerals intentional forgetting .while mathematic disability and double-trapped group don’t appear this phenomenon.
5. The mechanism of Arabic numerals intentional forgetting is retrieval inhibition.
6. In Chinese word intentional forgetting experiment the control group and the reading disability group show a better suppression, however, the mathematic and double-trapped group are significant lack of suppression.
材料性质能够影响有意遗忘,而且不同类型的学习困难学生可能对不同的材料的敏感度不同,因此我们设计了两个实验:学困生的汉语单字信息有意遗忘和学困生的数字信息有意遗忘,来研究学习困难学生的有意遗忘。通过两个实验,本研究得到了如下结论:
(1)对照组学生在汉语单字有意遗忘实验中出现了有意遗忘现象,数困组、语困组、双困组在汉语单字有意遗忘实验中没有出现有意遗忘。
(2)汉语单字有意遗忘是提取抑制与编码共同作用的结果。
(3)对照组学生对汉字单字具有较强的抑制能力,数困、语困两类学生对汉语单字的抑制能力发展不完善,双困生的抑制能力最差。
(4)对照组和语困组表现出了数字信息有意遗忘现象,在数困组和双困组没有发现数字信息有意遗忘现象。
(5)数字信息有意遗忘的机制是提取抑制。
(6)对照组和语困组在数字信息有意遗忘实验中表现出较好的抑制能力,数困组和双困组对数字信息的抑制能力存在严重不足。
The study of intentional forgetting is a completely newly research paradigm. It emphasizes that it is intentional and directed and is very different from spontaneous forgetting. There are two main research methods at present: the list method and the item method. Generally, it is believed that retrieval inhibition play a very important role in the list method paradigm, so which can reveal participants’capacity on retrieval inhibition. Later researchers pointed out that the list method intentional forgetting effect is also affected by encoding. Inhibition deficits and coding capacity are two main reasons causing learning disability. In this study, we used the list method intentional forgetting paradigm to investigate the different type learning disabilities’performance in the task, trying to seek reasons for the disabilities from the field.
First, the nature of the experimental material affected intentional forgetting. Secondly, different types of learning disabilities may have different sensitivity for different materials. So we designed two experiments: Chinese word intentional forgetting with learning disabilities and Arabic numerals intentional forgetting with learning disabilities. Through two experiments, the conclusions of the study were following.
1. The control group, namely, the normal students in Chinese word intentional forgetting experiments appeared intentional forgetting phenomenon, but language difficulties group, mathematic disability and double-trapped group do not appear this phenomenon.
2. Chinese word intentional forgetting mechanism is retrieval inhibition and encoding.
3. In Chinese word intentional forgetting experiment, the students of control group, have the strongest suppression, the suppression of mathematic and reading disability students develop incompletely, and the inhibition of double-trapped group is the worst.
4. The control group and the reading disability group display Arabic numerals intentional forgetting .while mathematic disability and double-trapped group don’t appear this phenomenon.
5. The mechanism of Arabic numerals intentional forgetting is retrieval inhibition.
6. In Chinese word intentional forgetting experiment the control group and the reading disability group show a better suppression, however, the mathematic and double-trapped group are significant lack of suppression.
引文
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[19]王恩国,刘昌.学习困难初二学生的工作记忆容量[J].中国心理卫生杂志, 2007, 21(7): 587–594
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[2]白学军,杨海波,沈德立.不同程度隐私信息有意遗忘效应的实验研究[J].心理科学, 2005, 28(6): 1301–1305
[3]陈曦.复述、提取抑制与有意遗忘的实验研究.心理学报[J]. 1999, 31(3): 284–289
[4]金志成,隋洁.学习困难学生认知加工机制的研究[J].心理学报, 1999, 31(1): 47–52
[5]李文娟,吴艳红,贾云鹰.自我与有意遗忘现象[J].心理学报, 2005, 37(4):476–481
[6]李琦,赵迪,郭春彦.从词频和新旧效应探讨再认测验中的定向遗忘[J].心理科学, 2007, 30(5): 1061–1064
[7]李茂宁.自我参照与不同回忆条件对有意遗忘现象的影响[D].华南师范大学, 2007
[8]李宝芬.工作记忆容量与有意遗忘中认知抑制的关系研究[D].河北大学, 2005
[9]李美华,沈德立,白学军.不同学业成绩类型学生的抑制控制研究[J].社会心理科学, 2006, 21(6): 85–91
[10]刘昌.数学学习困难儿童的认知加工机制研究[J].南京师大学报(社会科学版), 2004, 3: 81–88
[11]刘昌.数学学习困难儿童的认知加工机制研究[J].南京师大学报(社会科学版), 2004, 3: 81–88
[12]鲁朋举,罗乐,余林.有意遗忘研究的新视角:认知抑制力[J].四川教育学院学报, 2009 25(2):30-35
[13]马莹华,王小东,高淑青,隋雪.学习困难大学生选择性注意的特征[J].中国健康心理学杂志, 2008, 16(8) : 873–876
[14]沈烈敏,郭继东.学生学业成绩心理因素的研究[J].心理科学, 1999, 22(6): 559–560
[15]宋耀武,白学军,陶云.不同学习成绩的小学生有意遗忘过程的实验研究[J].心理与行为研究, 2003, 1(2): 137–142
[16]宋耀武.不同实验材料下有意遗忘过程的实验研究[J].河北大学学报(哲学社会科学版), 2004, 29(6):102–105
[17]沈德立,宋耀武,白学军.小学学习成绩优生与差生有意遗忘中抑制能力的发展研究[J].心理发展与教育, 2001, 17(4): 1–5
[18]王恩国,刘昌.初中二年级学习困难学生的中央执行功能[J].中国心理卫生杂志, 2007, 21(10): 661–665
[19]王恩国,刘昌.学习困难初二学生的工作记忆容量[J].中国心理卫生杂志, 2007, 21(7): 587–594
[20]王恩国,刘昌.语文学习困难儿童的工作记忆和加工速度[J].心理发展与教育, 2008, 1: 94–101
[21]王恩国,刘昌,赵国祥.数学学习困难儿童的加工速度与工作记忆[J].心理科学, 2008, 31(4): 856–860
[22]王恩国,沈德立,吕勇.语文学习困难儿童的短时记忆、工作记忆和加工速度[J].心理科学, 2008, 31(1): 5–10
[23]王雁,张承芬,刘永芳.学习困难儿童在工作记忆任务中抑制机制的研究[J].心理科学2006, 29(3): 674–676
[24]王明怡,陈英和.工作记忆成分与儿童算术认知[J].心理科学, 2005, 28(3): 611–613
[25]辛自强,俞国良.学习不良的界定与操作化定义[J].心理学动态, 1999, 52–57
[26]左志宏,邓赐平,李奇维.两类数学学习困难小学儿童抑制控制水平的实验研究[J].应用心理学, 2007, 13(1): 050–054
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