【作者】 蒋舒阳； 刘儒德； 王佳；

【Author】 Jiang Shuyang;Liu Ru-De;Jia Wang;Faculty of Psychology, Beijing Normal University;Beijing Union University;

【机构】 北京师范大学心理学部； 北京联合大学；

【摘要】 数学策略灵活性反映了学生灵活地运用所学知识选择最优策略来解决问题的能力。以往大量以单一问题为背景的研究仅关注个体在策略转换方面的表现,而忽略了数学问题解决的系列背景以及策略灵活性可能具有不同的表现形式。对此,近期研究提出了新的看法,即策略灵活性的本质要求个体在面对变化的问题情境时决定是要保持先前的策略还是要转换到新策略,经历了一个更为复杂的加工过程。相应地,策略灵活性的表现形式、测量方式需要随之思考,其影响因素及作用机制也有待重新探讨。为此,本研究首先提出策略灵活性"策略保持、策略转换"的双重表现框架,并通过设置系列问题情境,同时考察双重过程;其次,从过程重叠理论视角出发,探究注意控制与策略灵活性的关系及其随年级的发展变化;最后,引入心智游移作为中介变量,进一步揭示二者的关系的内在机制。本研究通过三个研究逐步检验上述观点。研究1a和1b分别以加法、乘法估算问题为例开发策略灵活性任务,通过比较不同灵活性水平学生的任务表现差异,来验证双重过程指标的有效性。研究2a和2b通过考察小学生的注意控制水平与策略灵活性加法、乘法任务表现的关系以及年级的调节作用,以明确注意控制与策略灵活性的关系及其边界条件。研究3a和3b则分别采用中介测量、中介操纵设计,检验心智游移是否在注意控制对策略灵活性的影响中起到中介作用。结果表明:1)相比于低灵活性学生,高灵活性学生在策略保持和策略转换上的表现均更好,表明双重过程都是反映策略灵活性的有效指标;2)在控制了工作记忆容量之后,注意控制正向预测小学生策略灵活性的双重表现,且年级因素起到调节作用,表明策略灵活性需要注意控制的参与,尤其针对发展早期阶段;3)心智游移在注意控制与策略灵活性的关系中起到中介作用。本研究提出的数学策略灵活性双重表现框架有助于完善相关测查方式,并为揭示策略灵活性背后的认知机制与发展规律提供科学依据。更多还原

【Abstract】 Mathematical strategic flexibility reflects students’ ability to flexible use of mathematical knowledge to choose the most efficient strategy in the problem-solving process. Previous studies mostly focused on investigating participants’ performance in strategic switching by using a single question context, which neglected the context of mathematical problem-solving and the possibility that strategic flexibility may manifest in different forms. In fact, recent studies have suggested that the nature of strategic flexibility requires that when confronted with a series of mathematical problems, it is important to know when to continue with a previous strategy and when to switch to a new one, which involved with a more complex processing procedure. Accordingly, the form and measurement of strategic flexibility need to be considered, and it’s impact factors and underlying mechanisms need to be revisited.To address the above issues, the first concern of this study was to propose a dual-process framework for strategic flexibility and investigate it in a series of problem-solving contexts. Tasks were developed to assess performance in both maintenance and switching aspects. Secondly, by taking the perspective of the process overlap theory, the relationship between attention control and strategic flexibility, as well as its developmental changes were explored. Thirdly, b it is proposed that mind wandering may serve as a possible mediating factor to account for the relationship between attention control and strategic flexibility. We tested these hypotheses in three studies.Studies 1a and 1b developed tasks of strategic flexibility using addition and multiplication estimation problems as examples. By comparing the performance of students with different levels of flexibility, the effectiveness of dual-process indicators is verified. To clarify the relationship between attention control and strategic flexibility, Study 2a and 2b examined the relationship between primary school students’ attention control and task performance, as well as the moderating effect of grade level. Study 3a and 3b further tested whether mind wandering play a mediating role in the relationship between attention control and strategic flexibility through mediation measurement and mediation manipulation design.The results showed that: 1)Students with higher strategic flexibility exhibited better performance in both maintaining and switching, indicating that maintaining and switching are valid indicators for measuring mathematical strategic flexibility. 2)After controlling for the effect of working memory capacity, attention control demonstrated a significant predictive effect on strategic flexibility. Grade moderated the relationship between attention control and strategic flexibility. These indicated that both maintaining and switching involve attention control processes, particularly for low-grade students. 3)Mind wandering served as a mediator in the relationship between attention control and strategic flexibility.By proposing a dual-process framework of strategic flexibility, the present study improved the related methods and provided empirical evidence for a deeper understanding of the cognitive mechanisms and developmental patterns underlying strategic flexibility.更多还原