本文選題：數(shù)學特長生 + 智力超常者��； 參考：《蘇州大學》2014年碩士論文

【摘要】：目的：本研究旨在探索中國數(shù)學特長生的中央執(zhí)行功能的特點，尋找他們的中央執(zhí)行功能的優(yōu)勢核心之所在。 方法：實驗一采用語言材料（字母）構成的N—back測試，，測驗被試的語言工作記憶容量；實驗二使用空間圖形范式材料（空間點排列）構成的N—back測試，考察被試空間工作記憶容量；實驗三使用數(shù)字Stroop范式，考察被試協(xié)調(diào)沖突信息的能力；實驗四通過威斯康星卡片實驗范式測試被試在規(guī)則轉換上的認知靈活性。 結果：實驗一和實驗二的結果與研究假設一致，數(shù)學特長生在工作記憶容量上具有顯著優(yōu)勢（與普通組相比，他們有更高的準確性和更快的反應速度），他們的工作記憶優(yōu)勢尤其表現(xiàn)在空間工作記憶測試中。實驗三的結果亦符合研究假設，數(shù)學特長生在抑制功能上具有顯著優(yōu)勢，在處理沖突信息時能夠更好地抑制干擾因素的影響。實驗四的結果中未發(fā)現(xiàn)數(shù)學特長生和對照組的顯著差異，中國數(shù)學特長生在規(guī)則轉換靈活性上不具備優(yōu)勢，該特征可能反映了長期中國教育實踐（即強調(diào)知識再現(xiàn)而非知識發(fā)現(xiàn)的教育傾向）對數(shù)學特長生的認知功能的影響。 結論：中國數(shù)學特長生的中央執(zhí)行功能具有其獨特性，與普通被試相比，他們具有更大的工作記憶容量（尤其是空間工作記憶）和更快的反應速度，同時他們可以更好地抑制無關信息的干擾，這些特征可能是中國數(shù)學天才者的優(yōu)異數(shù)學能力所依據(jù)的認知基礎。
[Abstract]:Objective: the purpose of this study was to explore the characteristics of central executive function of Chinese math-gifted students and to find out the core of their central executive function. Methods: in experiment one, N-back test composed of language materials (letters) was used to test the working memory capacity of language, and the N-back test consisted of spatial pattern material (spatial point arrangement) was used in experiment 2. The capacity of working memory in space was investigated; in experiment 3, the ability of coordinating conflicting information was investigated using the Stroop paradigm; in experiment 4, the cognitive flexibility of rule conversion was tested by Wisconsin card paradigm. Results: the results of experiment 1 and experiment 2 were consistent with the hypothesis of the study, and the mathematical gifted students had significant advantages in working memory capacity (compared with the normal group). They have higher accuracy and faster response speed), and their working memory advantage is particularly evident in spatial working memory tests. The results of experiment 3 also accord with the hypothesis of the study. The mathematical gifted students have significant advantages in restraining function and can better suppress the influence of interference factors when dealing with conflict information. In experiment 4, there was no significant difference between the math-gifted students and the control group, and the Chinese math-gifted students had no advantage in the flexibility of rule conversion. This feature may reflect the effect of long-term Chinese educational practice (that is, the educational tendency to emphasize knowledge reproduction rather than knowledge discovery) on the cognitive function of the math-gifted students. Conclusion: the central executive function of Chinese math-gifted students is unique. Compared with ordinary subjects, they have greater working memory capacity (especially spatial working memory) and faster reaction speed. At the same time, they can better suppress the interference of irrelevant information, which may be the cognitive basis for the excellent mathematical ability of the Chinese mathematical genius.
【學位授予單位】：蘇州大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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