大学生视觉空间认知能力与工作记忆广度的实验研究
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摘要
本研究选取西北大学不同专业的学生共514人作为被试,通过研究视觉空间工作记忆广度、数字工作记忆广度与定位测验、积木连接、图画完形和三维旋转四项视觉空间认知能力测验的关系,探讨工作记忆容量领域普遍性和特殊性的问题。
研究结果表明:(1)理科学生定位测验、积木连接和三维旋转成绩高于文科学生,文科学生图画完形成绩高于理科学生,在积木连接和图画完形上文理科差异有统计学显著性,且理科学生视觉空间工作记忆容量显著大于文科学生;男生定位测验、积木连接和视觉空间工作记忆成绩显著高于女生;城镇学生图画完形成绩显著高于农村学生,不同生源地学生视觉空间工作记忆容量和数字工作记忆容量无显著差异。(2)通过对四种空间能力测验进行相关分析发现,三维旋转和积木连接测量的是同一种空间能力,图画完形与定位测验测量的是同一种空间能力;因子分析的结果显示:视觉空间认知能力分为两个因子,三维旋转和积木连接测量的是空间视觉化能力,图画完形与定位测验测量的空间定向能力。(3)工作记忆容量具有领域普遍性,但在某一领域的具体方面表现出特殊性。视觉空间工作记忆广度与定位测验、积木连接和三维旋转有显著相关,数字工作记忆广度与定位测验和积木连接有显著相关。视觉空间工作记忆广度与空间定向能力、空间视觉化能力均有很强相关;但数字工作记忆广度主要与空间定向能力有很强相关,与空间视觉化能力的相关较弱。视觉空间工作记忆广度可以有效预测定位测验、积木连接和三维旋转成绩,数字工作记忆广度对定位测验和积木连接成绩具有预测作用。视觉空间工作记忆广度能够解释定位测验、积木连接和三维旋转成绩的变异,回归效应非常显著;但数字工作记忆广度只能解释定位测验和积木连接成绩的变异,解释程度较弱。
This study tested 514 high school students with visuospatial working memory span, digital working memory span, localization, form completion, mental rotation-3D and touching blocks tests. Through researching their relationships, we hope to explore whether the working memory capacity has domain generality.
The results show that:(l)There are significant differences among the students from different subjects in touching blocks、form completion and visuospatial working memory span tests; The scores of boys in localization, touching blocks and visuospatial working memory span tests are significantly higher than that of girls; The form completion scores of students living in city are significantly higher than who living in country, and there are no significant differences among the students from different places in working memory span tests.(2)The localization and form completion tests focus on spatial orientation ability, whereas the mental rotation-3D and touching blocks tests attend to spatial visualization ability.(3)The working memory capacity has domain generality, but in special aspect it shows domain specificity. The localization、mental rotation-3D, touching blocks tests and visuospatial working memory span are significantly related; The localization, touching blocks tests and digital working memory span suggest a significant relation. The visuospatial working memory span can predict scores of localization,mental rotation-3D, touching blocks tests; The digital working memory span is found to be able to predict scores of localization and touching blocks tests.
研究结果表明:(1)理科学生定位测验、积木连接和三维旋转成绩高于文科学生,文科学生图画完形成绩高于理科学生,在积木连接和图画完形上文理科差异有统计学显著性,且理科学生视觉空间工作记忆容量显著大于文科学生;男生定位测验、积木连接和视觉空间工作记忆成绩显著高于女生;城镇学生图画完形成绩显著高于农村学生,不同生源地学生视觉空间工作记忆容量和数字工作记忆容量无显著差异。(2)通过对四种空间能力测验进行相关分析发现,三维旋转和积木连接测量的是同一种空间能力,图画完形与定位测验测量的是同一种空间能力;因子分析的结果显示:视觉空间认知能力分为两个因子,三维旋转和积木连接测量的是空间视觉化能力,图画完形与定位测验测量的空间定向能力。(3)工作记忆容量具有领域普遍性,但在某一领域的具体方面表现出特殊性。视觉空间工作记忆广度与定位测验、积木连接和三维旋转有显著相关,数字工作记忆广度与定位测验和积木连接有显著相关。视觉空间工作记忆广度与空间定向能力、空间视觉化能力均有很强相关;但数字工作记忆广度主要与空间定向能力有很强相关,与空间视觉化能力的相关较弱。视觉空间工作记忆广度可以有效预测定位测验、积木连接和三维旋转成绩,数字工作记忆广度对定位测验和积木连接成绩具有预测作用。视觉空间工作记忆广度能够解释定位测验、积木连接和三维旋转成绩的变异,回归效应非常显著;但数字工作记忆广度只能解释定位测验和积木连接成绩的变异,解释程度较弱。
This study tested 514 high school students with visuospatial working memory span, digital working memory span, localization, form completion, mental rotation-3D and touching blocks tests. Through researching their relationships, we hope to explore whether the working memory capacity has domain generality.
The results show that:(l)There are significant differences among the students from different subjects in touching blocks、form completion and visuospatial working memory span tests; The scores of boys in localization, touching blocks and visuospatial working memory span tests are significantly higher than that of girls; The form completion scores of students living in city are significantly higher than who living in country, and there are no significant differences among the students from different places in working memory span tests.(2)The localization and form completion tests focus on spatial orientation ability, whereas the mental rotation-3D and touching blocks tests attend to spatial visualization ability.(3)The working memory capacity has domain generality, but in special aspect it shows domain specificity. The localization、mental rotation-3D, touching blocks tests and visuospatial working memory span are significantly related; The localization, touching blocks tests and digital working memory span suggest a significant relation. The visuospatial working memory span can predict scores of localization,mental rotation-3D, touching blocks tests; The digital working memory span is found to be able to predict scores of localization and touching blocks tests.
引文
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[3]Gordon H G,Levelt R.Importance of specialized cognitive function in the selection of military pilots[J].Journal of Applied Psychology,1988.
[4]Kosslyn S M.Components of high-level vision:A cognitive neuroscience analysis and accounts of neurological syndromes[J].Cognition,1990,(2).
[5]周详 曾晖.现代认知心理学关于空间能力和心理旋转的研究[J].心理科学.1995,18:363-365.
[6]Gordon H.The cognitive laterality battery:tests of specialized cognitive function.Intern J Newrosci.1986,(29):223-244.
[7]李洪玉 林崇德.中学生空间认知能力结构的研究[J].心理科学.2005,28(2):269-271.
[8]钱红.空间能力性别差异研究进展[J].宁波大学学报(教育科学版).2002,24(6):13-05.
[9]杨孟萍 石德澄.空间认知能力的测验研究[J].心理发展与教育,1990,(4):213-217.
[10]Michael W B et al.The description of spatial-visualization abilities.Education & Psychological measurement;1957,17:185-199.
[11]李杰 赵淑文 朱文彬 努达尔.关于大学生空间能力与所学专业关系的调查研究[J].首都师范大学学报(社会科学版).2002,(2):120-05.
[12]王庆雄 静进等.非言语型学习障碍儿童视觉空间认知特征与行为问题[J].中国心理卫生杂志.2005,19(1):15-18.
[13]Shepard R N,Metzler J.Mental rotation of three-dimensional objects[J].1971,171:701-703.
[14]邹金利.不同识字水平汉语儿童视觉空间认知特点的研究[D].陕西师 范大学硕士学位论文.2005,(4).
[15]王鹏 黄艳华.心理旋转研究概述[J].宁波大学学报(教育科学版).2006,28(5):20-03.
[16]Cuqlock VTG,Whitaker LA.Spatial ability and land navigation under degraded visual conditions.Hum Factors,1993,35(3):511-520.
[17]游旭群等.中国大学生CLB试用结果的因素分析研究[J].心理科学.1996,19(6):370-372.
[18]杨振中 游旭群等.大学生CLB与WAIS-RC测试结果的比较研究[J].中国临床心理学杂志.1998,6(27):116-118.
[19]张银铃.《认知侧化成套测验》测试脑肿瘤患者认知功能障碍的研究[D].第四军医大学大学硕士学位论文.2002,(5).
[20]Kozhevnikov M,Hegarty M.A dissociation between object manipulation spatial ability and spatial orientation ability[J].Mem Cognit,2001,29(5):745-756.
[21]齐建林 刘旭峰等.五项空间能力测验的结构效度分析[J].第四军医大学学报.2003,24(21):1993-03.
[22]Tirre W C,Raouf K K.Gender differences in perceptual motor performance[J].Aviat Space Envin Med.,1994,(5).
[23]Johnson E S.Developmental patterns of spatial ability:An early sex different[J].Child Development,1987.
[24]Goldstein D,Haldane D,Mitchell C.Sex differences in visual-spatial ability:The role of performance factors[J].Memory&Cognition,1990,(5).
[25]赵微.汉语阅读困难学生语音意识与视觉空间认知的实验研究[D].华东师范大学博士学位论文.2004,(4).
[26]蔡华俭 陈权.心理旋转能力的发展性及其与智力的相关性初步研究[J].心理科学.2000,23(3):363-365.
[27]林仲贤 丁锦缸.弱智儿章视觉图形空间定向能力的研究[J].国际中华应用心理学杂志.2004,1(1).
[28]Baddeley AD,Hitch GJ.Working memory.In Recent advances in learning and motivation.New York:Academic Press 1974:47-90.
[29]吴文春 金志成.工作记忆及其理论模型[J].中国临床康复,2005,9(40):74-80.
[30]Baddeley A D.Working memory:looking back and looking forward.Nat Rev Neurosci.2003.4(10):829-39.
[31]杨治良 郭力平等.记忆心理学[M].上海:华东师范大学出版社.1999:98-142.
[32]Courtney SM,Ungerleider LG,Keil K,et al.Object and spatial visual working memory activate separate neural systems in human cortex.Cereb cortex 1996,6(1):39-49.
[33]Baddeley A D.Working memory.Oxford:Clarendon Press.1986:70-165.
[34]丁锦红 郭春彦.工作记忆的脑机制研究[J].心理科学.2001,24(5):583-585.
[35]Baddeley A D.Is Working Memory Still Working? American Psychologist,2001,56:849-864.
[36]王益文 林崇德.工作记忆的认知模型与神经机制[J].心理科学,2006,29(2):412-414.
[37]Daneman M.and Carpenter P.A.Individual differences in working memoryand reading.Journal of Verbal Learning and Verbal Behavior,1980,19:450-466.
[38]Case R.,Kurland M.,Goldberg J..Operational efficiency and the growth of short-term memory span.Journal of Experimental Child Psycholoy,1982,33:386-404.
[39]Turner M,Engle R.Is memory capacity task dependent? Journal of Memory and Language,1989,28(2):127-154.
[40]张拉艳 周世杰.工作记忆及其评估[J].中国临床心理学杂志.2005,13(3):360-03.
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