【作者】 李宝芬；

【导师】 宋耀武；

【作者基本信息】 河北大学 ， 发展与教育心理学， 2005， 硕士

【摘要】 有意遗忘强调遗忘的有意性和指向性,其研究与自然遗忘研究有所不同,是有关记忆研究的另一种实验范式。抑制能力被认为是有意遗忘过程中的一个重要机制,但目前对有意遗忘过程有不同的解释,没有完全一致的结论。同时,关于不同年龄个体在有意遗忘中表现出的差异也是研究和争论的焦点。大多数研究用工作记忆来解释抑制机制的发展差异和个体差异。 基于以上问题本研究以小学四年级、小学六年级、初中二年级学生和大学生为研究对象,采用多因素实验设计,使用有意遗忘的字表方式考查不同年级学生有意遗忘过程机制及发展特点,使用运算广度测验考查工作记忆容量特点,同时探讨工作记忆容量与有意遗忘中认知抑制能力的关系。并对不同数学学习成绩学生的工作记忆、有意遗忘中认知抑制能力及两者的关系进行了研究。具体的研究结论如下: 1.在各年级组中,不同工作记忆容量水平学生的工作记忆容量有显著差异。高工作记忆容量组的成绩显著高于低工作记忆容量组。 2.在有意遗忘过程中,各年级组均没有体现出编码抑制能力,均体现出提取抑制能力。小学四年级低工作记忆容量组学生既没有编码抑制能力也没有提取抑制能力。 3.在有意遗忘过程中,对遗忘项的提取抑制能力是认知发展到一定水平的结果。 4.工作记忆容量与有意遗忘中认知抑制能力有关。工作记忆容量越高,其抑制能力越强。 5.小学五年级学生中,数学学优生与数学学困生的工作记忆容量有显著差异。数学学优生的工作记忆容量显著高于数学学困生。 6.在有意遗忘过程中,小学五年级数学学优生和数学学困生均只体现了提取抑制能力。 7.数学学习成绩与有意遗忘中认知抑制能力有关。数学成绩越好,抑制能力越强。更多还原

【Abstract】 The study of intentional forgetting is another experimental pattern of memory study. It emphasizes it is intentional and directed and is different to spontaneous forgetting. Presently although there are different explanations and disagreement conclusion of the forgetting process, inhibition ability is regarded as an important mechanism of the intentional forgetting process. Meanwhile the differences in developing ability presented by different ages during the process of intentional forgetting become a hot issue of study and argument. Many studies use working memory to explain the developmental and individual discrepancy.Based on above problems, this paper will adopt multi-factorial experimental designs and the list method of intentional forgetting to explore the process mechanism and developing characters of different age groups, to explore characters of working memory capacity and the relationship between working memory capacity and cognitive inhibition ability in intentional forgetting. And this test takes the students of second-year, fourth-year, sixth-year in elementary school, second-year in high school and undergraduates as objects. And then it also studies working memory, inhibition ability and relation of both. The conclusions are the follows:1. In every grade, there is significant difference between high working memory capacity and low working memory capacity.2. In intentional forgetting experiment, none of the grades presents encoding inhibition ability, but it presents retrieval inhibition ability. The students in fourth-year in elementary school with low working memory capacity have none of them.3. During intentional forgetting process, retrieval inhibition ability is produces on the condition that the cognitive ability develops to a certain level.4. There is a relationship between working memory capacity and cognitive inhibition ability of intentional forgetting. As the working memory capacity is higher, cognitiveinhibition ability of intentional forgetting is lower.5. There is significant difference in working memory capacity between students with good mathematics achievement and students with poor mathematics achievement of fifth-year elementary school. The students with good mathematics achievement present much better.6. During intentional forgetting process, study result only presents much better retrieval inhibition ability between students with good mathematics achievement and students with poor mathematics achievement.7. There is a relationship between mathematics achievement and cognitive inhibition ability of intentional forgetting. As the mathematics achievement is better, the cognitive inhibition of intentional forgetting is better.更多还原