数学语境下数学焦虑个体的工作记忆容量研究
A Study on Working Memory Capacity of Mathematics Anxious Individuals under Mathematical Context
DOI: 10.12677/AP.2021.119243, PDF,    科研立项经费支持
作者: 刘沛汝：琼台师范学院教师教育学院，海南 海口；海南省儿童认知与行为发展重点实验室，海南 海口
关键词: 数学焦虑；工作记忆；工作记忆容量；阅读广度任务；Mathematical Anxiety； Working Memory； Working Memory Capacity； Reading Span Task
摘要: 该研究采用情绪版阅读广度任务，旨在测量个体在数学相关语境和中性语境这两种不同语境下的工作记忆容量。127名初三学生参加了本研究，其中高数学焦虑学生63名，低数学焦虑学生64名。实验任务要求被试在完成字母记忆任务的同时，分别判断两种不同语境的句子是否存在语序错误。结果发现，与中性语境相比，高数学焦虑学生在数学相关语境下的工作记忆容量较小。这表明，高数学焦虑学生在数学相关语境下使用工作记忆资源存在困难。研究进一步探讨了针对焦虑有关的侵入性思维或者提高数学焦虑个体工作记忆容量的干预措施。
Abstract: Using the emotional version of reading span task, the purpose of this study was to measure the working memory capacity of individuals in two different contexts: mathematics related context and neutral context. One hundred and twenty seven junior middle school students participated in this study, including 63 students with high mathematics anxiety and 64 students with low mathematics anxiety. The experimental task required the subjects to judge whether there were word order errors in sentences in two different contexts while completing the letter memory task. The results showed that compared with neutral context, students with high mathematics anxiety have less working memory capacity in mathematics related context. This shows that students with high mathematics anxiety have difficulties in using working memory resources in mathematics related context. The study further explored the intervention measures for anxiety related invasive thinking or improving the working memory capacity of individuals with mathematical anxiety.
文章引用：刘沛汝 (2021). 数学语境下数学焦虑个体的工作记忆容量研究. 心理学进展, 11(9), 2144-2151. https://doi.org/10.12677/AP.2021.119243

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