|本期目录/Table of Contents|

[1]高 华,彭 泰,高少伟.轻、中度智障青少年类比推理研究[J].宁波大学学报(教育科学版),2019,41(1):1-006.
 GAO Hua,PENG Tai,GAO Shao-wei.Analogical Reasoning in Adolescents with Intellectual Disabilities[J].JORNAL OF NINGBO,2019,41(1):1-006.
点击复制

轻、中度智障青少年类比推理研究(PDF)
分享到:

《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第41卷
期数:
2019年1期
页码:
1-006
栏目:
教育心理学
出版日期:
2019-01-10

文章信息/Info

Title:
Analogical Reasoning in Adolescents with Intellectual Disabilities
文章编号:
10080627(2019)01-0001-06
作者:
高 华1彭 泰2高少伟1
(1. 福建师范大学 心理学院,福建 福州 350117;2. 高雄师范大学 数学系,台湾 高雄 81342)
Author(s):
GAO Hua1 PENG Tai2 GAO Shao-wei1
( 1. School of Psychology, Fujian Normal University, Fuzhou 350117, China; 2. Dept. of Math, Kaohsiung Normal University, Kaohsiung 81342, China )
关键词:
-
Keywords:
analogical reasoning adolescents intellectual disabilities
分类号:
-
DOI:
-
文献标志码:
A
摘要:
选取40名16-20岁轻、中度智障青少年为被试,采用图形、词语、数字类比推理材料,探讨轻、中度智障青少年图形、词语和数字类比推理特点。结果发现:第一,无论是轻度还是中度智障青少年三种类比推理成绩均较差,正确率低于50%,数字类比推理成绩均显著地低于图形和词语推理,后二者成绩差异不显著。轻、中度智障个体二者之间三种类比推理成绩差异不显著。第二,各年龄段类比推理成绩差异不显著,所有被试的数字类比推理成绩均显著低于图片与词语类比推理。受认知水平的制约,智障青少年的类比推理能力在16-20岁之间基本保持稳定,类比推理水平低下,图形和词语推理能力优于数字类比推理能力。
Abstract:
This research selected forty adolescents aged 16 to 20 with mild or moderate intellectual disabilities to participate in the experiment to make analogical reasoning with figures, words and numerical materials to explore the characteristics of analogical reasoning of adolescents with mild or moderate intellectual disabilities. The results showed that: (1) The percentages of correctness of the three types of analogical reasoning were lower than 50%, of which the numerical analogical reasoning was worse than figures and words analogical reasoning; no differences were found between adolescents with mild and moderate intellectual disabilities; (2) there were no significant disparities in analogical reasoning of varied age groups while all participants’ figures and words analogical reasoning was better than the numerical analogical reasoning. It concluded that the ability of analogical reasoning for adolescents with intellectual disabilities would not change with ages due to the restraints of cognitive impairment, remaining stable when individuals with intellectual disabilities are aged 16 to 20, and that the figures and words analogical reasoning were better than the numerical analogical reasoning.

参考文献/References:

[1].Sternberg R J. Component process in analogical reasoning[J]. Psychological Review, 1977, 84 (4): 353-378.
[2].Piaget J. Piaget’s theory[M]// P Mussen, Carmichael’s manual of child psychology. New York: Wiley, 1970: 103-128.
[3].Lunzer E A. Problems of formal reasoning in test situations[M]// P H Mussen. European research in child development. Monographs of the Society for Research in Child Development, 1965: 78-92
[4].邵瑞珍. 对小学儿童类比推理发展的研究: 儿童类比推理的特点[M]// 佚名. 发展心理、教育心理论文选. 北京: 人民教育出版社, 1980: 125-134.
[5].Goswami U. Analogical reasoning in children. Erlbaum[M]. East Sussex, 1992: 152-155.
[6].Zelazo P D, Frye D. Cognitive complexity and control: The development of executive function[J]. Current Directions in Psychological Science, 1998, 7 (4): 121-126.
[7].李红, 冯廷勇. 4-5岁儿童单双维类比推理能力的发展水平和特点[J]. 心理学报, 2002, 34 (4): 395-399.
[8].王树芳, 莫雷, 金花. 任务难度和反馈学习对儿童类比推理能力的影响[J]. 心理发展与教育, 2010(1): 24-30.
[9].张莉, 辛自强. 5-9岁儿童在不同复杂性任务上类比推理的发展特点[J]. 心理发展与教育, 2012(6): 584-591.
[10].费广洪, 王淑娟, 秦梅梅. 提示对3-11岁儿童解决类比推理问题的影响[J]. 心理发展与教育, 2015, 5(31): 578-585.
[11].Chen Z, Deahler M W. Positive and negative transfer in analogical problem-solving[J]. Cognitive Development, 1989 (4): 327-334.
[12].Halford G S, McCredden J E. Cognitive science questions for cognitive development: The concepts of learning, analogy, and capacity[J]. Learning and Instruction, 1998(8): 289-308.
[13].Morrison R G, Holyoak K J, Truong B. Working memory modularity in analogical reasoning[M]// Proceedings of the twenty-fourth annual conference of the cognitive science society. m ahwah, NJ: Lawrence Erlbaum, 2001: 663-668.
[14].The AAIDD Ad Hoc Committee on Terminology and Classification. Intellectual disability: Definition, classification, and systems of supports[M]. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2010: 6-12.
[15].郑虹. 智障学生的中国韦氏智力量表结果分析与教育对策[J]. 中国特殊教育, 2005, 56 (2): 41-45.
[16].O’Hearn K, Courtney S, Street W, et al. Working memory impairment in people with Williams syndrome: effects of delay, task and stimul[J]. Brain & Cognition, 2009, 69: 495-503.
[17].Lifshitz H, Tzuriel D, Weiss I. Effects of training in conceptual versus perceptual analogies among adolescents and adults with intellectual disability[J]. Journal of Cognitive Education and Psychology, 2005(5): 144-167.
[18].Denaes C. Analogical matrices in young children and students with intellectual disability: Reasoning by analogy or reasoning by association?[J]. Journal of Applied Research in Intellectual Disabilities, 2012, 25(3): 271-281.
[19].Brown D J. Some uses of educational and assistive technology for people with disabilities[J]. Computers& Education, 2011, 56: 1-2.
[20].江桂熔. 轻度智力障碍儿童类比推理的训练研究[D]. 上海: 华东师范大学, 2014: 40-65.

备注/Memo

备注/Memo:
基金项目:福建省本科高校教育教学改革研究项目(研究生教学改革项目)“基于职业胜任力的应用心理硕士(MAP)创新人才培养模式构建——以学校心理健康教育方向为例”(FBJG20180314);福建师范大学研究生教学改革研究项目(师大研[2018]46号)第一 收稿日期:2018-10-12基金项目:福建省本科高校教育教学改革研究项目(研究生教学改革项目)“基于职业胜任力的应用心理硕士(MAP)创新人才培养模式构建——以学校心理健康教育方向为例”(FBJG20180314);福建师范大学研究生教学改革研究项目(师大研[2018]46号)第一作者简介:高华(1970-),女,湖南永州人,教授/博士,主要研究方向:思维与推理、特殊个体认知心理。E-mail: gaohua002@163.com
更新日期/Last Update: 2019-01-11