數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)領(lǐng)域普遍性還是特殊性

數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)領(lǐng)域普遍性還是特殊性一、本文概述Overviewofthisarticle本文旨在探討數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，分析其是否表現(xiàn)出領(lǐng)域普遍性還是特殊性。通過對相關(guān)文獻(xiàn)的綜述和實(shí)證研究的分析，本文期望揭示數(shù)學(xué)學(xué)業(yè)不良學(xué)生在工作記憶方面的具體表現(xiàn)，以及這些表現(xiàn)是否僅限于數(shù)學(xué)領(lǐng)域，還是在其他認(rèn)知領(lǐng)域也具有普遍性。工作記憶是認(rèn)知過程中的重要組成部分，對于學(xué)習(xí)、理解和解決問題具有關(guān)鍵作用。因此，研究數(shù)學(xué)學(xué)業(yè)不良學(xué)生的工作記憶特點(diǎn)，不僅有助于深入了解他們的學(xué)習(xí)困難，也為針對性的教育干預(yù)提供了理論依據(jù)。本文將從工作記憶的概念、數(shù)學(xué)學(xué)業(yè)不良的定義、相關(guān)研究綜述以及本文的研究目的和方法等方面展開論述。Thisarticleaimstoexploretheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathematicsperformance,andanalyzewhethertheyexhibitdomainuniversalityorspecificity.Throughareviewofrelevantliteratureandananalysisofempiricalresearch,thisarticleaimstorevealthespecificperformanceofmathematicsunderperformingstudentsinworkingmemory,aswellaswhethertheseperformancesarelimitedtothefieldofmathematicsorarealsouniversalinothercognitivefields.Workingmemoryisanimportantcomponentofcognitiveprocessesandplaysacrucialroleinlearning,understanding,andproblem-solving.Therefore,studyingtheworkingmemorycharacteristicsofstudentswithpoormathematicalperformancenotonlyhelpstogainadeeperunderstandingoftheirlearningdifficulties,butalsoprovidesatheoreticalbasisfortargetededucationalinterventions.Thisarticlewilldiscusstheconceptofworkingmemory,thedefinitionofmathematicalacademicdisability,relevantresearchreviews,andtheresearchobjectivesandmethodsofthisarticle.二、文獻(xiàn)綜述Literaturereview在心理學(xué)和教育學(xué)的領(lǐng)域中，工作記憶被認(rèn)為是認(rèn)知過程的核心部分，對于學(xué)業(yè)成就有著至關(guān)重要的影響。近年來，隨著神經(jīng)科學(xué)和認(rèn)知心理學(xué)的快速發(fā)展，工作記憶的研究逐漸深入，尤其是在特殊人群如學(xué)業(yè)不良學(xué)生中的研究日益受到關(guān)注。初中生作為一個(gè)特定的年齡階段，其認(rèn)知發(fā)展正處于關(guān)鍵時(shí)期，因此，探討數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)具有重要的理論和實(shí)踐意義。Inthefieldsofpsychologyandeducation,workingmemoryisconsideredacorepartofcognitiveprocessesandhasacrucialimpactonacademicachievement.Inrecentyears,withtherapiddevelopmentofneuroscienceandcognitivepsychology,researchonworkingmemoryhasgraduallydeepened,especiallyinspecialpopulationssuchasacademicallydisadvantagedstudents,whichhavereceivedincreasingattention.Asaspecificagegroup,juniorhighschoolstudentsareinacriticalperiodofcognitivedevelopment.Therefore,exploringtheworkingmemorycharacteristicsofmathematicsunderperformingjuniorhighschoolstudentshasimportanttheoreticalandpracticalsignificance.關(guān)于工作記憶的研究，早期主要集中在成人群體，探討了工作記憶的結(jié)構(gòu)、功能和神經(jīng)機(jī)制等方面。隨著研究的深入，研究者開始關(guān)注不同年齡段、不同學(xué)業(yè)表現(xiàn)群體的工作記憶特點(diǎn)。其中，數(shù)學(xué)學(xué)業(yè)不良學(xué)生作為一個(gè)特殊群體，其工作記憶特點(diǎn)的研究逐漸受到重視。Researchonworkingmemorymainlyfocusedontheadultpopulationintheearlystages,exploringthestructure,function,andneuralmechanismsofworkingmemory.Asresearchdeepens,researchersbegintofocusontheworkingmemorycharacteristicsofdifferentagegroupsandacademicperformancegroups.Amongthem,asaspecialgroup,thestudyoftheworkingmemorycharacteristicsofmathematicsstudentswithpooracademicperformanceisgraduallyreceivingattention.目前，關(guān)于數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，存在領(lǐng)域普遍性和特殊性兩種觀點(diǎn)。領(lǐng)域普遍性觀點(diǎn)認(rèn)為，數(shù)學(xué)學(xué)業(yè)不良學(xué)生的工作記憶缺陷是普遍存在的，不僅在數(shù)學(xué)領(lǐng)域，還可能影響其他學(xué)科的學(xué)習(xí)。這種觀點(diǎn)認(rèn)為工作記憶是一種基本的認(rèn)知資源，對于所有認(rèn)知活動(dòng)都具有重要作用。而領(lǐng)域特殊性觀點(diǎn)則認(rèn)為，數(shù)學(xué)學(xué)業(yè)不良學(xué)生的工作記憶缺陷主要體現(xiàn)在數(shù)學(xué)領(lǐng)域，可能與其他領(lǐng)域的學(xué)習(xí)無直接關(guān)系。這種觀點(diǎn)認(rèn)為數(shù)學(xué)學(xué)習(xí)需要特定的工作記憶資源，如空間視覺化、邏輯推理等。Atpresent,therearetwoperspectivesontheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathematicsperformance:domainuniversalityandspecificity.Theuniversalviewinthefieldsuggeststhatworkingmemorydeficitsarecommonamongstudentswithpoormathematicalperformance,notonlyinthefieldofmathematics,butmayalsoaffectthelearningofothersubjects.Thisviewpointholdsthatworkingmemoryisafundamentalcognitiveresourcethatplaysanimportantroleinallcognitiveactivities.Theperspectiveofdomainspecificitysuggeststhattheworkingmemorydeficitsofstudentswithpoormathematicalperformancearemainlyreflectedinthefieldofmathematicsandmaynotbedirectlyrelatedtolearninginotherfields.Thisviewpointholdsthatmathematicallearningrequiresspecificworkingmemoryresources,suchasspatialvisualization,logicalreasoning,etc.為了深入了解數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，本文將從領(lǐng)域普遍性和特殊性兩個(gè)角度出發(fā)，對相關(guān)文獻(xiàn)進(jìn)行綜述。將梳理工作記憶的基本理論和發(fā)展歷程，為后續(xù)研究提供理論基礎(chǔ)。將重點(diǎn)回顧數(shù)學(xué)學(xué)業(yè)不良學(xué)生工作記憶特點(diǎn)的研究現(xiàn)狀，分析領(lǐng)域普遍性和特殊性觀點(diǎn)的理論依據(jù)和實(shí)證研究。將探討未來研究方向和可能的研究方法，以期為改善數(shù)學(xué)學(xué)業(yè)不良學(xué)生的教育干預(yù)提供科學(xué)依據(jù)。Inordertogainadeeperunderstandingoftheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathematicsperformance,thisarticlewillreviewrelevantliteraturefromtheperspectivesofdomainuniversalityandspecificity.Wewillsortoutthebasictheoriesanddevelopmentprocessofworkingmemory,providingatheoreticalbasisforsubsequentresearch.Wewillfocusonreviewingthecurrentresearchstatusoftheworkingmemorycharacteristicsofstudentswithpoormathematicsacademicperformance,analyzingthetheoreticalbasisandempiricalresearchoftheuniversalityandspecificityperspectivesinthefield.Wewillexplorefutureresearchdirectionsandpossibleresearchmethods,inordertoprovidescientificbasisforimprovingeducationalinterventionsforstudentswithpoormathematicalperformance.三、研究方法Researchmethods本研究采用混合方法設(shè)計(jì)，旨在全面探討數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，并探討其領(lǐng)域普遍性還是特殊性。研究方法如下：Thisstudyadoptsamixedmethoddesign,aimingtocomprehensivelyexploretheworkingmemorycharacteristicsofmiddleschoolstudentswithmathematicsacademicdisabilities,andexplorewhethertheirdomainisuniversalorspecific.Theresearchmethodisasfollows:通過廣泛的文獻(xiàn)綜述，梳理數(shù)學(xué)學(xué)業(yè)不良與工作記憶之間關(guān)系的研究進(jìn)展。我們重點(diǎn)關(guān)注工作記憶在數(shù)學(xué)學(xué)習(xí)中的作用，以及數(shù)學(xué)學(xué)業(yè)不良學(xué)生工作記憶的特點(diǎn)。通過文獻(xiàn)綜述，為后續(xù)的實(shí)證研究提供理論基礎(chǔ)和參考依據(jù)。Throughextensiveliteraturereview,summarizetheresearchprogressontherelationshipbetweenpoormathematicalperformanceandworkingmemory.Wefocusontheroleofworkingmemoryinmathematicslearning,aswellasthecharacteristicsofworkingmemoryamongstudentswithpoormathematicalperformance.Throughliteraturereview,providetheoreticalbasisandreferenceforsubsequentempiricalresearch.為了具體了解數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，我們設(shè)計(jì)了行為實(shí)驗(yàn)。實(shí)驗(yàn)包括數(shù)字記憶任務(wù)、空間記憶任務(wù)和視覺記憶任務(wù)，以評估學(xué)生在不同工作記憶類型上的表現(xiàn)。通過與正常學(xué)業(yè)成就的學(xué)生進(jìn)行對比，探討數(shù)學(xué)學(xué)業(yè)不良學(xué)生工作記憶的領(lǐng)域普遍性或特殊性。Inordertogainaspecificunderstandingoftheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathperformance,wedesignedabehavioralexperiment.Theexperimentincludesnumericalmemorytasks,spatialmemorytasks,andvisualmemorytaskstoevaluatestudents'performanceondifferenttypesofworkingmemory.Bycomparingstudentswithnormalacademicachievements,thisstudyexplorestheuniversalityorspecificityofworkingmemoryinmathematicsstudentswithpooracademicperformance.為了更深入地了解數(shù)學(xué)學(xué)業(yè)不良學(xué)生的認(rèn)知特點(diǎn)和學(xué)習(xí)習(xí)慣，我們采用問卷調(diào)查的方式收集數(shù)據(jù)。問卷包括個(gè)人基本信息、學(xué)習(xí)習(xí)慣、學(xué)習(xí)策略等方面的問題，以便為后續(xù)的數(shù)據(jù)分析提供豐富的背景信息。Inordertogainadeeperunderstandingofthecognitivecharacteristicsandlearninghabitsofmathematicsunderperformingstudents,wecollecteddatathroughaquestionnairesurvey.Thequestionnaireincludesquestionsaboutpersonalbasicinformation,learninghabits,learningstrategies,etc.,inordertoproviderichbackgroundinformationforsubsequentdataanalysis.通過SPSS等統(tǒng)計(jì)軟件對收集到的數(shù)據(jù)進(jìn)行處理和分析。采用描述性統(tǒng)計(jì)、t檢驗(yàn)、方差分析等方法，探討數(shù)學(xué)學(xué)業(yè)不良學(xué)生工作記憶的特點(diǎn)及其與學(xué)業(yè)成績的關(guān)系。同時(shí)，通過路徑分析等方法，探討工作記憶在數(shù)學(xué)學(xué)業(yè)不良形成過程中的作用機(jī)制。ProcessandanalyzethecollecteddatathroughstatisticalsoftwaresuchasSPSS.Usingdescriptivestatistics,t-tests,analysisofvariance,andothermethods,thisstudyexploresthecharacteristicsofworkingmemoryinmathematicsstudentswithpooracademicperformanceanditsrelationshipwithacademicperformance.Meanwhile,throughmethodssuchaspathanalysis,thisstudyexploresthemechanismofworkingmemoryintheformationofmathematicalacademicdisabilities.為了更深入地了解數(shù)學(xué)學(xué)業(yè)不良學(xué)生的具體情況，我們選取部分典型個(gè)案進(jìn)行深入分析。通過訪談、觀察等方法，了解他們的學(xué)習(xí)習(xí)慣、學(xué)習(xí)策略、家庭背景等方面的信息，為后續(xù)的干預(yù)研究提供參考。Inordertogainadeeperunderstandingofthespecificsituationofstudentswithpooracademicperformanceinmathematics,wehaveselectedsometypicalcasesforin-depthanalysis.Throughinterviews,observations,andothermethods,understandtheirlearninghabits,learningstrategies,familybackground,andotherinformation,providingreferenceforsubsequentinterventionresearch.本研究采用文獻(xiàn)綜述、行為實(shí)驗(yàn)、問卷調(diào)查、數(shù)據(jù)分析和案例研究等多種方法，全面探討數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)及其領(lǐng)域普遍性還是特殊性。通過本研究，我們期望為數(shù)學(xué)學(xué)業(yè)不良學(xué)生的干預(yù)和輔導(dǎo)提供有針對性的建議。Thisstudyadoptsvariousmethodssuchasliteraturereview,behavioralexperiments,questionnairesurveys,dataanalysis,andcasestudiestocomprehensivelyexploretheworkingmemorycharacteristicsofmiddleschoolstudentswithmathematicsacademicdisabilities,aswellastheiruniversalityorparticularityinthefield.Throughthisstudy,weaimtoprovidetargetedrecommendationsforinterventionandcounselingforstudentswithpooracademicperformanceinmathematics.四、研究結(jié)果Researchresults本研究對數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)進(jìn)行了深入探究，旨在明確其特點(diǎn)是否具有領(lǐng)域普遍性還是特殊性。經(jīng)過一系列的實(shí)驗(yàn)和數(shù)據(jù)分析，我們得出了以下研究結(jié)果。Thisstudyconductedanin-depthexplorationoftheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathematicsperformance,aimingtoclarifywhethertheircharacteristicshavedomainuniversalityorspecificity.Afteraseriesofexperimentsanddataanalysis,wehaveobtainedthefollowingresearchresults.數(shù)學(xué)學(xué)業(yè)不良初中生在數(shù)字工作記憶任務(wù)上的表現(xiàn)明顯較差，這與其他研究者的發(fā)現(xiàn)相一致。他們在處理數(shù)字信息時(shí)，無論是記憶廣度還是記憶準(zhǔn)確性，都顯著低于學(xué)業(yè)表現(xiàn)良好的學(xué)生。這表明，數(shù)學(xué)學(xué)業(yè)不良初中生在數(shù)字工作記憶方面確實(shí)存在特定的困難。Middleschoolstudentswithpoormathematicalperformanceperformsignificantlyworseindigitalworkingmemorytasks,whichisconsistentwiththefindingsofotherresearchers.Theyhavesignificantlylowermemorybreadthandaccuracyinprocessingdigitalinformationcomparedtostudentswithgoodacademicperformance.Thisindicatesthatmiddleschoolstudentswithpoormathperformanceindeedhavespecificdifficultiesinworkingmemoryfornumbers.然而，當(dāng)我們進(jìn)一步考察他們在非數(shù)字工作記憶任務(wù)上的表現(xiàn)時(shí)，發(fā)現(xiàn)他們在這方面的表現(xiàn)并未顯著落后于學(xué)業(yè)表現(xiàn)良好的學(xué)生。無論是在視覺空間工作記憶任務(wù)，還是在言語工作記憶任務(wù)中，他們的表現(xiàn)都與對照組相近，沒有出現(xiàn)明顯的困難。However,whenwefurtherexaminedtheirperformanceonnondigitalworkingmemorytasks,wefoundthattheirperformanceinthisareadidnotsignificantlylagbehindstudentswithgoodacademicperformance.Bothinvisualspatialworkingmemorytasksandverbalworkingmemorytasks,theirperformancewassimilartothatofthecontrolgroup,withnosignificantdifficultiesobserved.這一發(fā)現(xiàn)提示我們，數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶困難可能并非全面的、領(lǐng)域普遍的，而是具有特殊性的。他們在處理數(shù)字信息時(shí)的工作記憶困難，可能與數(shù)學(xué)學(xué)科的特點(diǎn)和要求有關(guān)，而非一般性的工作記憶能力不足。Thisdiscoverysuggeststhattheworkingmemorydifficultiesofmiddleschoolstudentswithpoormathperformancemaynotbecomprehensiveoruniversallyapplicable,butratherhavespecificcharacteristics.Theirdifficultyinworkingmemorywhenprocessingdigitalinformationmayberelatedtothecharacteristicsandrequirementsofthemathematicaldiscipline,ratherthanagenerallackofworkingmemoryability.為了進(jìn)一步驗(yàn)證這一結(jié)論，我們進(jìn)行了相關(guān)性分析。結(jié)果表明，數(shù)學(xué)學(xué)業(yè)不良初中生的數(shù)字工作記憶能力與他們的數(shù)學(xué)學(xué)業(yè)成績之間存在顯著的負(fù)相關(guān)，而非數(shù)字工作記憶能力與數(shù)學(xué)學(xué)業(yè)成績之間的相關(guān)性則較弱。這進(jìn)一步證實(shí)了我們的觀點(diǎn)，即數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶困難主要體現(xiàn)在數(shù)字工作記憶方面，具有特殊性。Tofurthervalidatethisconclusion,weconductedacorrelationanalysis.Theresultsindicatethatthereisasignificantnegativecorrelationbetweenthenumericalworkingmemoryabilityofmiddleschoolstudentswithpoormathematicsperformanceandtheirmathematicsacademicperformance,whilethecorrelationbetweennonnumericalworkingmemoryabilityandmathematicsacademicperformanceisweak.Thisfurtherconfirmsourviewthattheworkingmemorydifficultiesofmiddleschoolstudentswithpoormathematicsperformancearemainlyreflectedintheaspectofdigitalworkingmemory,whichhasitsparticularity.本研究發(fā)現(xiàn)數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶困難主要體現(xiàn)在數(shù)字工作記憶方面，而非全面的、領(lǐng)域普遍的。這一發(fā)現(xiàn)對于理解數(shù)學(xué)學(xué)業(yè)不良的原因和制定針對性的干預(yù)措施具有重要的啟示意義。未來的研究可以進(jìn)一步探討如何通過針對性的訓(xùn)練，改善數(shù)學(xué)學(xué)業(yè)不良初中生在數(shù)字工作記憶方面的困難，從而提高他們的數(shù)學(xué)學(xué)業(yè)成績。Thisstudyfoundthattheworkingmemorydifficultiesofmiddleschoolstudentswithpoormathematicsperformancearemainlyreflectedintheaspectofdigitalworkingmemory,ratherthancomprehensiveanduniversallyapplicableinthefield.Thisdiscoveryhasimportantimplicationsforunderstandingthecausesofpoormathematicalperformanceanddevelopingtargetedinterventionmeasures.Futureresearchcanfurtherexplorehowtargetedtrainingcanimprovethedifficultyofnumericalworkingmemoryinmiddleschoolstudentswithpoormathperformance,therebyenhancingtheirmathacademicperformance.五、討論Discussion本研究探討了數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，并嘗試解答其是否具有領(lǐng)域普遍性還是特殊性。通過對比數(shù)學(xué)學(xué)業(yè)不良學(xué)生與正常學(xué)業(yè)成就學(xué)生的工作記憶表現(xiàn)，我們發(fā)現(xiàn)數(shù)學(xué)學(xué)業(yè)不良學(xué)生在工作記憶上確實(shí)存在明顯的差異。Thisstudyexplorestheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathematicsperformanceandattemptstoanswerwhethertheyhavedomainuniversalityorspecificity.Bycomparingtheworkingmemoryperformanceofstudentswithpooracademicperformanceinmathematicswiththosewithnormalacademicachievements,wefoundthatthereareindeedsignificantdifferencesinworkingmemoryamongstudentswithpooracademicperformanceinmathematics.數(shù)學(xué)學(xué)業(yè)不良學(xué)生在數(shù)字工作記憶任務(wù)上的表現(xiàn)顯著低于正常學(xué)業(yè)成就學(xué)生，這符合特定領(lǐng)域缺陷的觀點(diǎn)。這一結(jié)果支持了工作記憶領(lǐng)域特殊性的假設(shè)，即數(shù)學(xué)學(xué)業(yè)不良可能與學(xué)生在數(shù)字處理方面的工作記憶能力較弱有關(guān)。這可能是由于學(xué)生對數(shù)字的敏感性、處理速度或存儲(chǔ)容量存在不足，導(dǎo)致他們在解決數(shù)學(xué)問題時(shí)遇到困難。Studentswithpooracademicperformanceinmathematicsperformsignificantlylowerondigitalworkingmemorytasksthanstudentswithnormalacademicachievements,whichisconsistentwiththeviewofdomainspecificdeficits.Thisresultsupportsthehypothesisofthespecificityoftheworkingmemoryfield,thatpoormathematicalperformancemayberelatedtoweakerworkingmemoryabilitiesinnumberprocessingamongstudents.Thismaybeduetoinsufficientsensitivity,processingspeed,orstoragecapacityofstudentstowardsnumbers,leadingtodifficultiesinsolvingmathematicalproblems.然而，值得注意的是，本研究還發(fā)現(xiàn)數(shù)學(xué)學(xué)業(yè)不良學(xué)生在空間工作記憶任務(wù)上的表現(xiàn)也低于正常學(xué)業(yè)成就學(xué)生。這在一定程度上挑戰(zhàn)了領(lǐng)域特殊性的觀點(diǎn)，因?yàn)榭臻g工作記憶與數(shù)字處理并無直接關(guān)聯(lián)。這一結(jié)果可能暗示數(shù)學(xué)學(xué)業(yè)不良學(xué)生不僅在數(shù)字處理方面存在問題，還在更廣泛的工作記憶能力上存在缺陷。這可能與學(xué)生的整體認(rèn)知加工能力、注意力分配或記憶策略有關(guān)。However,itisworthnotingthatthisstudyalsofoundthatstudentswithpoormathematicalperformanceperformedloweronspatialworkingmemorytasksthanstudentswithnormalacademicachievements.Thistosomeextentchallengestheperspectiveofdomainspecificity,asspatialworkingmemoryisnotdirectlyrelatedtodigitalprocessing.Thisresultmaysuggestthatstudentswithpoormathematicalperformancenotonlyhaveproblemswithnumericalprocessing,butalsohavedeficienciesintheirbroaderworkingmemoryabilities.Thismayberelatedtotheoverallcognitiveprocessingability,attentionallocation,ormemorystrategiesofstudents.本研究結(jié)果支持?jǐn)?shù)學(xué)學(xué)業(yè)不良學(xué)生在數(shù)字工作記憶方面存在特定領(lǐng)域缺陷的觀點(diǎn)，但同時(shí)也發(fā)現(xiàn)他們在空間工作記憶任務(wù)上的表現(xiàn)也低于正常學(xué)業(yè)成就學(xué)生。這表明數(shù)學(xué)學(xué)業(yè)不良可能不僅與特定領(lǐng)域的工作記憶能力有關(guān)，還可能涉及更廣泛的工作記憶能力。未來的研究可以進(jìn)一步探討數(shù)學(xué)學(xué)業(yè)不良學(xué)生的工作記憶特點(diǎn)及其與數(shù)學(xué)成績之間的關(guān)系，以期為改善學(xué)生的數(shù)學(xué)學(xué)業(yè)不良提供更有針對性的干預(yù)措施。Theresultsofthisstudysupporttheviewthatmathematicsstudentswithpooracademicperformancehavespecificdomainspecificdeficitsindigitalworkingmemory,butitisalsofoundthattheirperformanceinspatialworkingmemorytasksislowerthanthatofnormalacademicachievementstudents.Thisindicatesthatpoormathematicalperformancemaynotonlyberelatedtoworkingmemoryabilitiesinspecificfields,butmayalsoinvolvebroaderworkingmemoryabilities.Futureresearchcanfurtherexploretheworkingmemorycharacteristicsofstudentswithpoormathperformanceandtheirrelationshipwithmathgrades,inordertoprovidemoretargetedinterventionmeasurestoimprovetheirmathperformance.六、結(jié)論Conclusion本研究通過深入探討數(shù)學(xué)學(xué)業(yè)不良初中生的工作記憶特點(diǎn)，揭示了工作記憶在數(shù)學(xué)學(xué)習(xí)中的重要作用，以及數(shù)學(xué)學(xué)業(yè)不良學(xué)生在工作記憶方面存在的普遍性與特殊性。通過對比實(shí)驗(yàn)組和對照組學(xué)生在不同數(shù)學(xué)任務(wù)中的工作記憶表現(xiàn)，我們發(fā)現(xiàn)數(shù)學(xué)學(xué)業(yè)不良學(xué)生在處理復(fù)雜數(shù)學(xué)問題時(shí)，其工作記憶容量和效率普遍較低，表現(xiàn)出明顯的特殊性。Thisstudyexplorestheworkingmemorycharacteristicsofmiddleschoolstudentswithpoormathperformanceindepth,revealingtheimportantroleofworkingmemoryinmathlearning,aswellastheuniversalityandparticularityofworkingmemoryamongstudentswithpoormathperformance.Bycomparingtheworkingmemoryperformanceofstudentsindifferentmathematicaltasksbetweentheexperimentalgroupandthecontrolgroup,wefoundthatstudentswithpooracademicperformanceinmathematicsgenerallyhavelowerworkingmemorycapacityandefficiencywhendealingwithcomplexmathematicalproblems,showingobvious