摘要
智障儿童是特殊儿童的主要体之一，由于智力障碍患者认知功能障碍和适应性行为受损，使其终身都需要支持和干预，政府、社会人士及研究者都对智障儿童给予了极大的关注。近年来不少研究发现通过工作记忆训练能促进智障儿童认知功能的发展，但基于以往的研究结果发现，训练的效果受研究者采用训练任务，训练难度水平以及智障儿童本身受损的严重程度以及并发症等因素的影响；且现阶段的工作记忆训练研究主要通过Cogmed工作记忆训练系统这样一种内隐的训练方式对智障儿童视空间工作记忆和言语工作记忆两个成分进行训练，然而，这种训练方式难以确定提高认知能力的具体成分及其作用机制，并且这类训练任务中，个体只需要对信息进行简单加工，对负责注意资源分配和调节的中央执行功能的要求并不高。而中央执行功能是是工作记忆中最高级的，最复杂的组成成分，是工作记忆的核心，另外根据中央执行功能的分离性研究，能将中央执行功能进一步分成转换、刷新、抑制三种相对独立的子功能，在复杂的执行任务中，这三种功能其不同的重要作用。然而目前对智障儿童中央执行功能进行训练的研究较少，因此需对中央执行功能中三个成分训练的迁移效应是否有差异进行探索研究。综上所得，本研究首先对比智障儿童与正常儿童工作记忆能力，探讨智障儿童工作记忆能力受损情况；其次以智障儿童为对象，探索中央执行系统的三种功能：抑制能力、转换能力和刷新能力的训练对工作记忆容量的影响以及训练结果向推理能力的迁移效果。
研究结果发现，①正常发展儿童组的工作记忆能力显著高于特殊发展儿童组；②抑制训练组20个环节的训
练正确率有显著的提高且冲突适应效应有显著的降低；抑制训练组在抑制任务的正确率显著高于对照组；抑制训练组在转换任务的正确率高于对照组；且瑞文测验成绩有显著的提高；③刷新训练组20个环节的正确率有显著的提高，但训练最好成绩正确率不高于50%；刷新训练组在刷新任务、抑制任务、瑞文测验中的前后测对比分析中都有显著的提高，但都与对照组没有显著的差异；④转换训练组20个环节的训练正确率有显著的提高且转换代价有显著的降低；转换训练组转换任务正确率显著高于对照组；另外转换训练组抑制任务的正确率也显著高于对照组；其中刷新任务、瑞文测验的前后测成绩对比都有显著的提高，但与对照组差异不显著；⑤中央执行功能三个成分的训练在工作记忆广度任务中都未出现显著差异。
因此，根据上述的研究结果得出以下结论：与正常发展儿童相比，智障儿童的工作
记忆能力受损；中央执行功能中抑制成分的训练更有利于智障儿童近迁移和远迁移效果的产生；从本研究三个训练组的远近迁移效果的程度分析，抑制训练组的训练效果最佳，转换训练组次之，最后是刷新训练组；抑制训练组的训练能够有效提高转换能力，且转换训练组也能够促进抑制控制能力的提高。
关键词: 工作记忆训练；智障儿童；中央执行
Abstract
Children with intellectual disability (ID) are one of the main groups of special educational children. Because of the cognitive dysfunction and impaired adaptive behavior, they need to be supported and intervened in lifetime. So in recent years some researchers tried to adopt WM training to improve the cognitive function and behavior on ID children, and found that working memory training can indeed promote their rehabilitation of cognitive function. However, the training effect was determined by several factors, such as the concurrent disease, the degree of intellectual impairment, the methods of training, the difficulty of the task and the level of motivation. Up to now, the studies of working memory training on ID children is concentrate on verbal working memory and spatial working memory by Cogmed working memory system which is a way of implicit training. However, Cogmed working memory training which just need to process information simply is difficult to determine the specific components of cognitive ability and its mechanism, and it is not pay attention to the central executive function that resource allocation and regulation. However, the central executive function is the highest and most complex component of working memory, which is the core of working memory.In addition, the central executive function can be further divided into three independent functions named switch, updating and inhibition which play an important role in the meantime, according to the study of separation on central executive function. While the research about central executive function training on ID is still under the exploratory stage, it is necessary to develop a wider variety of training tasks. Th
erefore, this study compared the ability of working memory between children with ID and normal developmental children, and discussed the working memory damage on children with ID.
Firstly, the study finds that the working memory of the normal developing children group was significantly higher than the special development group. Secondly, inhibition training group has a significant improvement on the accuracy and conflict effect in flanker task after training 20 session; inhibition training group was significantly higher than the control group
in flanker task and switch task as well as the Raven's colored Progressive Matrices. Thirdly, updating training group has a significant improvement on the accuracy in active memory task after training 20 session; updating training group was significantly improved in the updating task and inhibition task and CPM between the pre-test and post-test, but there was no significant difference between the control group and the control group. Fourthly, switch training group has a significant improvement on the accuracy and switch cost in switch task after training 20 session; switch training group was significantly higher than the control group in flanker task and switch task but the Raven's colored Progressive Matrices and updating task. Finally, there was no significant difference in the working memory span task among three groups.
Therefore, the following conclusions are drawn based on the above findings: Firstly, children with ID have impaired on working memory capacity compared with normal children. Secondly, the training of inhibiting components in the central executive function is more conducive to near transfer and far transfer in children with ID. Thirdly, based on the analysis of the effect of the near and far transfer of the three training groups in this study, the training effect of the inhibition training group was the best, and the switch training group was second, the last is updating training group. Fourthly, inhibiting the training of the training group can effectively improve the conversion ability, and the switch training group can also promote the improvement of inhibitory control ability.
Key words:Working Memory Training; Children with Intellectual Disability；Central Executive Functions
目录
摘要...................................................................... I Abstract ..................................................................................................................................... III 第一章文献综述.. (1)
1智力障碍界定 (1)
2智障儿童工作记忆受损相关研究 (1)
3 基于大脑可塑性的工作记忆训练 (2)
4 智障儿童工作记忆训练相关研究 (4)
5 影响智障儿童工作记忆训练效果的因素 (6)
5.1 智力受损程度对训练效果的影响 (6)
5.2 智障儿童的并发疾病对训练效果的影响 (7)
5.3 训练任务的难度水平对训练效果的影响 (8)
6 目前智障儿童工作训练研究存在的局限性 (9)
6.1训练任务需多样化 (9)
6.2 “远、近”迁移效应需进一步评估 (10)
第二章问题提出与研究框架 (12)
1 问题提出 (12)
2 研究假设 (13)
3研究意义及创新之处 (13)
4 技术问题及解决方法 (14)
第三章研究方法 (15)
1被试抽样及选取 (15)
session怎么记忆2 实验设计 (16)
3 实验材料 (16)
3.1 工作记忆前后测程序 (16)
3.2工作记忆训练程序 (21)
4 实验过程 (21)
5实验仪器 (22)
第四章研究结果 (23)
1正常组与特殊组前测工作记忆能力分析 (23)
1.1中央执行功能测验结果 (23)
1.2 工作记忆广度结果 (25)
1.3 正常组与特殊组工作记忆能力对比分析小结 (25)
2中央执行功能训练结果分析 (25)
2.1对照组训练结果分析 (25)
2.2抑制组训练结果分析 (26)
2.3刷新组训练结果分析 (30)
2.4转换组训练结果分析 (33)
第五章讨论 (37)
1 正常组与特殊组工作记忆能力对比情况 (37)
2 中央执行功能训练的迁移效应 (38)
2.1 抑制训练组的迁移效应 (38)
2.2 刷新训练组的迁移效应 (39)

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