数学学习困难学生的认知加工特征与干预训练：行为及ERPs研究

Mathematics learning difficulty (MLD) is an important area of learning disability. Now there emerging a leading paradigm for carrying out research on MLD from the viewpoint of online information processing. With the development of the neuroimaging techniques, more and more studies focused on discussing the neural mechanisms of cognitive processing and math cognition of MLD. ..Based on the three-factor model put forward by Baddeley and Hitch (1974) and PASS theory (Das, Naglieri, & Kirby, 1994), this research designed the experiment tasks of central executive system, visuo-spatial sketchpad and phonological loop, as well as the Planning, Attention, Simultaneous Processes and Successive Processes exploring the differences of the three components of working memory and PASS between the MLD students and students who are good at math. Then, according to the criteria of national math curriculum and Wechsler Individual Achievements Test (WIAT), math study is further divided into several parts, such as (a) counting and algebra, (b) space and geometry,and (c) math problem solving. The cognitive processing mechanism of various kinds of mathematics study was investigated. ..The project includes two research and each research has several experiments. In the first research, a serial of cognitive-behavior computerized and neuroimaging studies using event-related potentials (ERPs) will be composed to test the three components of working memory and basic cognitive processing (PASS), such as, the stop signal task and Flanker’s tasks testifying the central executive function, N-back and Spatial Figure Position tasks testifying the visuo-spatial sketchpad, and the digit span and sentence span tasks which tested the phonological loop. .ERPs will be used to explore the interaction of cognitive processing and math skills MLD. In the second study, a Cognitive-Process-Based Training Program for learning math is designed based on the PASS theory and working memory. It adopt the thoughts from Luria’s working of the brain and Vygotsky’s principles of educating children, mainly internalization of speech that guides self-learning, development of strategies with assistance or prompting, often called ‘scaffolding’ and the idea that learning occurs in collaboration with others a program of Math Booster for improving the foundations of learning math. Intervention study is designed to test the validity of Program for improving the math skills and cognitive processes ability after the training for 30 sessions.To conclude, our findings will add to a growing body of research showing that cognitive processes are important for mathematics. This leads to two important implications: First, implementing measures of cognitive processes in kindergarten could increase our chances to detect children at-risk for mathematics disabilities, and second, intervention programs that target cognitive processes could boost children’s mathematics performance.

数学学习困难属于发展性障碍的一个重要分支领域，在学生人群中占有相当大的比例，了解数困生的核心认知缺损模式一直是研究的主要方向。近年来，随着ERPs技术的快速发展，对数困生的数学认知及加工过程的特点展开了更为深入的研究。本项目在前期的研究中已获悉不同类型数学学习困难在认知缺损模式上具有领域特殊性和普遍性的双重特点，在此基础和研究范式上进一步将不同年龄段的数学学习困难进行细分，探查不同知识领域分类下的中小学数学学习困难学生在工作记忆及PASS过程（计划-注意-同时性加工-继时性加工）中行为表现及ERPs特点。根据这些核心认知缺陷，设计基于认知加工过程的数学学习训练方案，并对学生进行干预训练。跟踪接受训练学生的认知发展及数学能力的变化的行为及ERPs证据。该项目的开展，不仅对学习困难学生的内在机制的理解具有重要的理论意义，同时对着力改善数困生的学习和临床帮助产生重要的启示。

数学学习在基础教育中具有重要地位。本研究系统探索数学学习过程的认知行为特征及脑机制，并根据数学学习困难学生（以下简称“数困生”）的认知特点设计认知训练方案。讨论数学学习的认知行为和ERPs特征，以及认知干预训练，不仅对理解数学学习困难学生的内在机制有重要的理论意义，同时也对着力数困生的临床诊断及干预具有重要的推动作用。本研究围绕的核心科学问题是“数学学习的认知机制”，已取得了一定成果。第一，考察了数学学习的认知加工特征，从认知PASS理论、工作记忆等理论框架，评估幼儿园、小学生、初中生的基础认知过程及数学能力，研究发现数困生在计划、同时性加工、语音工作记忆、执行功能（抑制、刷新和转换）上存在普遍性缺陷，这为数困生的教育提供了重要的理论基础。第二，揭示了不同类型数学学习的认知加工特征，发现不同的认知过程对数学学习的预测作用，为进一步促进不同类型数困生的认知加工及数学学业表现具有重要作用。第三，基于数困生的认知加工特点，设计开发了认知训练，主要包括工作记忆训练、执行功能训练和基于注意网络的注意力训练，通过训练能显著提升小学生的数学流畅性和数学问题解决的能力，且执行功能训练存在保持效应，注意力的训练也能显著提升小学生数学问题解决的能力。第四，发现认知训练对工作记忆的脑功能具有一定促进作用，在空间2-back的相对高负荷条件下的Cz和Pz处P300波幅的显著增大，训练后中央区和顶区的P300波幅发生变化，表明这些区域负责工作记忆和执行功能等认知系统，广泛地参与了外源性注意任务。本研究取得了一定的科研成果并产生了良好的社会影响，基于此研究形成了7篇学术论文、一本认知训练专著等成果，并在几十所学校开展小学生数学学习与认知发展的讲座，受益人群约2000多名，获得了学校、家长及学生的充分肯定。