【作者】 李丽；

【导师】 郭斯萍； 周骏；

【作者基本信息】 江西师范大学 ， 发展与教育心理学， 2009， 硕士

【摘要】 系列完成问题是许多智力测验的分测验,可以用它来了解被试解决问题的能力水平。本研究的目的主要以认知心理学与心理测量学以及教育相结合的观点,来了解影响数字系列完成问题试题难度的认知成分,以及通过对项目的认知成分及其水平的不同结合,来对学生的知识结构进行诊断性分析。研究的题材主要是自编数字系列完成测验,研究的对象为小学四至六年级的学生。在研究方法方面,采用了多元回归分析以及线性逻辑斯谛克潜在特质模型来了解项目的认知成分及其水平的不同结合对数字系列完成问题试题难度所造成的影响。研究结果表明:1、在数字系列完成问题的研究中,周期长度、数字大小、工作记忆需求量、运算种类、是否为移动数列、相同数字是否邻近、字串间是否有假造相同的数字、关系复杂性这些认知成分确实能够对数字系列完成测验试题难度造成影响,并且能够很好的对数字系列完成测验试题的难度进行预测。2、在对学生进行的诊断性研究中发现,对于不同的学生来说其知识结构是不同的,尽管其分数相同,但是其内部的认知特征以及知识缺陷也是不同的。因此,教师应根据不同学生的知识结构,采用不同的教学方法,并对学生的知识缺陷进行及时地补救教学。更多还原

【Abstract】 Series completion problem is a subtest of many intelligence tests, which can offer the examinee’competence level by solving problems. The main purpose of this study is conjunct cognitive psychology and psychometrics as well as education, to understand how cognitive component influence the item difficulty of number series completion problem. Through cognitive component and its different level within item, to carry the diagnostic analysis on student’s knowledge structure. The main material of this study is number series completion test and the subjects of this study are students which are from the fourth to the sixth grade primary school. In the study, we adopt multiple regression analysis and linear logistic latent trait model to understand how cognitive component and its different level influence the item difficulty of number series completion problem. The results show that:1. In the research of number series completion problem, the period length, the magnitude of number in operation, the demand of working memory, the category of arithmetic in operation, whether for mobile series, the same digit whether is close or not, whether there is fake figure between series, the complexity of the relation, these cognitive components are surely able to affect the item difficulty of number series completion test and to forecast the item difficulty of number series completion test.2. In the diagnostic study, it is found that for different students, their knowledge structure is different. Though they have the same score, the internal cognitive feature and the knowledge defect are different. Therefore, teachers should be use different teaching methods based on different student’s knowledge structure, and take a remedial teaching to the students who have knowledge defect in a timely way.更多还原