言语工作记忆容量、注意控制对小学高年级学生阅读成绩的影响
The Effects of Verbal Working Memory Span and Attentional Control on the Upper Primary School Students’ Reading Scores

DOI: 10.12677/AP.2015.51002, PP. 7-13

Keywords: 工作记忆容量，注意控制，阅读成绩，小学生
Verbal Working Memory Span, Attention Control Ability, Reading Scores, Primary School Students

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Abstract:

工作记忆容量、注意控制是影响学业成绩的重要因素，但目前人们对两者如何影响学生的阅读成绩还所知甚少。研究者采用阅读广度任务和Stroop颜色词命名任务，考察了工作记忆容量与注意控制能力对小学高年级学生阅读成绩的影响。整群抽取济南某两所乡镇小学的高年级(三、四、五年级)学生150名作为被试。研究发现：1) 言语工作记忆容量对语文快速阅读成绩具有显著的影响作用。2) 高注意控制能力者的阅读成绩得分显著高于低注意控制能力的学生。3) 言语工作记忆容量和注意控制能力的交互作用对学生阅读成绩的影响不显著。
During the primary school years, students’ verbal working memory span and attentional control have made a rapid development, especially in the upper grades. Verbal working memory span and attentional control are key factors which affect the academic achievement, but it is scarcely known whether and how they affect students’ reading scores. In this study, the experimental paradigms of reading span task and Stroop color word naming task are used to in-depth analyze the effects of verbal working memory span and attentional control on primary school students’ reading scores. The cluster sample of 150 upper primary students (third, fourth and fifth grade) was investigated. The results are as follows: 1) Verbal working memory capacity has a significant impact on the rapid language reading achievement. 2) The reading scores of students who have higher attention control capability are better than the lower ones. 3) The effect of the interaction of verbal working memory span and attentional control on the reading scores is not significant.

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