%0 Journal Article
%T 学习困难青少年认知控制特点研究<br> A Study on the Characteristics of Cognitive Control of Adolescent with Learning Disabilities
%A 向玲
%A 范淑娴
%A 陈家利
%A 王宝玺
%J 心理发展与教育
%D 2018
%R 10.16187/j.cnki.issn1001-4918.2018.04.04
%X 本研究基于双重认知控制理论，通过比较学困组和对照组在持续性操作任务上的表现来探究学习困难青少年的认知控制特点。结果发现：（1）在反应性控制的指标上，学困组和对照组的反应时和正确率不存在显著差异，但学困组对探测刺激的辨别力指数更低，显示学困组的反应性控制能力存在一定不足；（2）在主动性控制的指标上，学困组的反应时更长、正确率更低，且对线索刺激的辨别力指数更低，显示学困组在对线索刺激保持的各项指标上都比对照组更差，说明学困组在主动性控制上的缺陷更为明显。<br>According to the dual mechanisms of control framework, cognitive control consists of two complementary components:proactive control and reactive control.The present study explored the cognitive control characteristics of adolescents with learning disabilities by comparing 21 normal adolescents and 21 learning disabled adolescents using AX-continuous performance test. This task can measure proactive control and reactive control. The results showed that:(1) There were no significant differences in accuracy and reaction time on the AY trails between the two groups, but the d'-target value of the learning disabled group was significantly smaller than that of control group, suggesting that reactive control of learning disabled adolescents is partly impaired compared to control group. (2) learning disabled group showed lower accuracy and longer reaction time on the BX trails compared to controls, and d'-context value of learning disabled group was significantly smaller than that of control group, suggesting that proactive control of learning disabled adolescents is impaired relative to control group.
%K 学习困难
%K 主动性控制
%K 反应性控制
%K 持续性操作任务&lt
%K br&gt
%K learning disabilities
%K proactive control
%K reactive control
%K AX-continuous performance test
%U http://www.devpsy.com.cn/CN/10.16187/j.cnki.issn1001-4918.2018.04.04