问题大小对儿童算术成绩的影响:工作记忆中的干扰控制

Selma Boz
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引用次数: 1

摘要

本研究调查了学龄儿童在解决较大问题时的算术运算表现,这些问题会在记忆中产生干扰。复杂的问题会引发工作记忆中的竞争性反应,这些反应与任务目标无关,并增加了先前所学问题干扰的可能性(De Visscher 等人,2018)。在执行算术解题等认知任务时,需要对工作记忆中的干扰进行控制,以便能够管理和抑制无关信息(Unsworth,2010)。本研究探讨了在执行算术任务时的潜在认知过程,并强调了干扰控制对于在此类任务中取得更好成绩的重要作用。本研究采用混合效应模型实验设计。44 名小学生参与了研究。结果表明,儿童对小问题和大问题的正确反应表现相似。然而,在大尺寸问题中,他们的反应速度明显较低,这在工作记忆中造成了更多干扰。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effect of Problem Size on Children’s Arithmetic Performance: Interference Control in Working Memory
This study investigates school-age children’s arithmetic operations performance while solving larger-size problems which produces interferences in memory. Complex problems can trigger competing responses in working memory, which are irrelevant to a task goal and increase the likelihood of interference from previously learned problems (De Visscher et al., 2018). Interference control in working memory is required to be able to manage and suppress irrelevant information while performing cognitive tasks such as arithmetic problem-solving (Unsworth, 2010). The present study explores potential cognitive processes while performing arithmetic tasks and emphasizes the important role of interference control for better performance in such tasks. This study applied a mixed-effect model experimental design. Forty-four primary school children were involved in the study. The results showed that children’s performance in terms of correct responses was similar for both small-size and large-size problems. However, their response speed was significantly lower in larger-size problems, which created more interference in working memory.
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