认知负荷与编码方式影响小学数学学业不良生的前瞻记忆及其成分

doi:10.3724/SP.J.1041.2022.01491

摘要/Abstract

摘要：

通过两个实验探讨认知负荷对小学数学学业不良生前瞻记忆及其成分的影响, 以及是否可以通过执行意向编码提高其前瞻记忆及其成分的成绩。实验1结果显示数学学业不良生前瞻记忆、前瞻成分及回溯成分正确率显著低于数学学优生, 高认知负荷条件前瞻记忆、前瞻成分及回溯成分的正确率显著低于低认知负荷条件; 实验2结果显示执行意向编码条件下, 数学学业不良生前瞻记忆成绩显著好于标准编码条件, 前瞻成分和回溯成分的正确率高于标准编码条件。结果表明数学学业不良生前瞻记忆及其成分表现差于数学学优生; 无论认知负荷高低, 执行意向编码均可通过提升前瞻成分和回溯成分改善数学学业不良生前瞻记忆表现。

关键词: 前瞻记忆, 前瞻成分, 回溯成分, 数学学业不良生, 认知负荷, 编码方式

Abstract:

Prospective memory is the memory for executing future intentional behavior at a proper time or occasion. Successful execution of prospective memory includes both a prospective and a retrospective component. The prospective component refers to remembering to do something when a prospective cue is encountered, and the retrospective component is the retrieval of the content of the intention to be executed. Both the prospective and retrospective components are indispensable for the successful execution of prospective memory tasks. Low achieving pupils in math with normal intelligence performed poorly on prospective memory tasks relative to high achieving math pupils. Because a failure of prospective memory may underlie academic failure in low achieving pupils in math, it is important to identify the causes of poor prospective memory performance. This study addresses the question of whether implementation intention encoding improves prospective memory performance in low achieving pupils in math and whether its effects are localized to the prospective and/or the retrospective component?

In this study, two experiments were conducted to explore the above questions. Experiment 1 used a prospective memory task that disassociated the prospective component and retrospective component. Thirty-eight (38) pupils were recruited. The study adopted a mixed design of 2 (ability group: low math achieving pupils, high math achieving pupils) × 2 (cognitive load of ongoing tasks: high, low) with the latter as a within-subjects variable. Experiment 2 investigated whether encoding conditions improved low math achieving pupils’ prospective memory. Sixty (60) low achieving pupils in math were recruited. The study adopted a mixed design of 2 (cognitive load of ongoing tasks: high, low) × 2 (encoding method: standard encoding, implementation intention encoding) with the latter as a between-subjects variable.

The results of Experiment 1 showed that accuracy rates of prospective and retrospective components of low achieving pupils in math were significantly lower than that of high achieving pupils in math. In addition, pupils with low math achievement yielded significantly lower accuracy rates on the high cognitive load condition than that in the low cognitive load condition. No significant interaction emerged between ability group and cognitive load. The results of Experiment 2 replicated the above findings that significantly lower accuracy rates occurred in the high cognitive load than the low cognitive load condition. The results also showed that the accuracy rates for the prospective and retrospective components were significantly higher for the implementation intention encoding condition than those in the standard encoding condition. Additionally, the interaction between cognitive load and the encoding method was not significant.

The results indicated that low achieving pupils in math performed worse on measures of prospective memory than high achieving pupils in math. The results also showed that regardless of cognitive load, implementation intention encoding improved the performance of low math achieving pupils' prospective memory performance by enhancing both the prospective and retrospective components.

Key words: prospective memory, prospective component, retrospective component, low achieving pupils in math, cognitive load, encoding method

中图分类号:

B842

陈幼贞, 张曼曼, 林秋蓉. (2022). 认知负荷与编码方式影响小学数学学业不良生的前瞻记忆及其成分. 心理学报, 54(12), 1491-1502.

CHEN Youzhen, ZHANG Manman, LIN Qiurong. (2022). Cognitive load and encoding methods affect prospective memory and its components in low achieving pupils in math. Acta Psychologica Sinica, 54(12), 1491-1502.

图/表 8

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认知负荷	前瞻成分		回溯成分
认知负荷	正确率	反应时(ms)	正确率	反应时(ms)
高
学优生	0.37 (0.37)	1805 (355)	0.65 (0.50)	468 (162)
数学学业不良生	0.20 (0.28)	1976 (323)	0.22 (0.43)	534 (109)
低
学优生	0.56 (0.31)	1693 (785)	1.00 (0.00)	630 (283)
数学学业不良生	0.26 (0.35)	2114 (576)	0.33 (0.49)	551 (158)

认知负荷	前瞻成分		回溯成分
认知负荷	正确率	反应时(ms)	正确率	反应时(ms)
高
学优生	0.37 (0.37)	1805 (355)	0.65 (0.50)	468 (162)
数学学业不良生	0.20 (0.28)	1976 (323)	0.22 (0.43)	534 (109)
低
学优生	0.56 (0.31)	1693 (785)	1.00 (0.00)	630 (283)
数学学业不良生	0.26 (0.35)	2114 (576)	0.33 (0.49)	551 (158)

认知负荷	进行中任务成绩
认知负荷	正确率	反应时(ms)
高
学优生	0.80 (0.07)	1879 (664)
数学学业不良生	0.66 (0.11)	1432 (461)
低
学优生	0.90 (0.06)	1221 (435)
数学学业不良生	0.87 (0.07)	1197 (310)

认知负荷	进行中任务成绩
认知负荷	正确率	反应时(ms)
高
学优生	0.80 (0.07)	1879 (664)
数学学业不良生	0.66 (0.11)	1432 (461)
低
学优生	0.90 (0.06)	1221 (435)
数学学业不良生	0.87 (0.07)	1197 (310)

认知负荷	前瞻成分		回溯成分
认知负荷	正确率	反应时 (ms)	正确率	反应时 (ms)
高
标准编码	0.19 (0.29)	2031 (498)	0.25 (0.43)	596 (415)
执行意向编码	0.41 (0.43)	1863 (774)	0.60 (0.50)	589 (576)
低
标准编码	0.30 (0.35)	1967 (236)	0.46 (0.51)	503 (177)
执行意向编码	0.51 (0.39)	1655 (462)	0.73 (0.45)	525 (396)