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本研究采用实验室双重任务范式,探讨了在有无外部提示线索两种条件下,不同认知方式的学业不良儿童和普通儿童在基于事件、时间、活动三种前瞻记忆任务上的表现。结果表明:(1)所有儿童在基于活动的前瞻记忆任务上的成绩最好,在基于事件和基于时间任务上的成绩较差;(2)在无外部提示线索条件下,学业不良儿童在基于时间的前瞻记忆任务上的表现较普通儿童差,有外部提示线索能够促进学业不良儿童在基于时间的前瞻记忆任务上的表现;(3)无论普通儿童还是学业不良儿童,场独立型儿童在基于事件的前瞻记忆任务上的表现较场依存型儿童好。
In this study, a laboratory dual task paradigm was used to explore the performance of children with learning disabilities and children with different cognitive styles on three prospective memory tasks based on events, time and activities under the conditions of absence of external cues. The results show that: (1) All children have the best performance in activity-based prospective memory tasks, and the poor performance in event-based and time-based tasks; (2) In the absence of external cues, Time performance of prospective memory tasks is worse than that of ordinary children, and external cues can promote the performance of dysfunctional children in time-based prospective memory tasks. (3) Children with or without school- The prospective memory task of the event performed better than the field-dependent children.