【摘要】：運(yùn)算能力是數(shù)學(xué)知識(shí)獲得的基礎(chǔ),由于聾生的認(rèn)知能力有限,許多聾生都有一定的數(shù)學(xué)困難。因?yàn)榇蠖鄶?shù)聾生的聽(tīng)力損傷導(dǎo)致其語(yǔ)言的獲得有一定的障礙,所以聾生在語(yǔ)義知識(shí)習(xí)得方面也有所欠缺。由于數(shù)學(xué)知識(shí)和語(yǔ)義知識(shí)的相互作用對(duì)聾生各科知識(shí)學(xué)習(xí)和整體發(fā)展具有重要的影響,所以對(duì)聾生的數(shù)學(xué)知識(shí)及語(yǔ)義知識(shí)進(jìn)行研究具有重要意義。本研究旨在探討聾生的加法運(yùn)算知識(shí)在數(shù)字匹配任務(wù)中是否會(huì)自動(dòng)激活、語(yǔ)義類別一致性對(duì)加法運(yùn)算知識(shí)的自動(dòng)激活是否有影響以及加法運(yùn)算知識(shí)與大腦兩半球的關(guān)系。 本研究由三個(gè)實(shí)驗(yàn)組成,分別采用數(shù)字匹配任務(wù)、語(yǔ)義啟動(dòng)數(shù)字匹配任務(wù)、半視野速示法與數(shù)字匹配任務(wù)相結(jié)合的實(shí)驗(yàn)研究范式,所有刺激均使用E-prime軟件呈現(xiàn),實(shí)驗(yàn)包括： 實(shí)驗(yàn)一采用數(shù)字材料考察聾生在判斷過(guò)程中是否會(huì)產(chǎn)生“和效應(yīng)”,即加法運(yùn)算知識(shí)是否會(huì)自動(dòng)激活,目標(biāo)探測(cè)數(shù)字類型包括“和”數(shù)字、中性數(shù)字,啟動(dòng)數(shù)字對(duì)的呈現(xiàn)時(shí)間包括80ms、140ms、200ms三種。實(shí)驗(yàn)?zāi)康某丝疾烀@生的加法運(yùn)算是否會(huì)自動(dòng)激活外,同時(shí)考察聾生的“和效應(yīng)”在三種啟動(dòng)數(shù)字對(duì)呈現(xiàn)時(shí)間條件下有無(wú)顯著差異。 實(shí)驗(yàn)二采用詞語(yǔ)和數(shù)字材料考察語(yǔ)義知識(shí)對(duì)聾生“和效應(yīng)”的影響,啟動(dòng)詞對(duì)的語(yǔ)義類別包括類別一致和類別不一致,目標(biāo)探測(cè)數(shù)字類型包括“和”數(shù)字、中性數(shù)字。實(shí)驗(yàn)?zāi)康氖强疾烀@生的加法運(yùn)算知識(shí)在啟動(dòng)詞對(duì)的語(yǔ)義類別影響下是否有顯著差異,即詞語(yǔ)的語(yǔ)義類別一致性是否影響聾生加法運(yùn)算知識(shí)的激活。 實(shí)驗(yàn)三采用半視野速示法考察聾生的“和效應(yīng)”的優(yōu)勢(shì)半腦,啟動(dòng)數(shù)字對(duì)的呈現(xiàn)視野包括屏幕左側(cè)呈現(xiàn)、屏幕右側(cè)呈現(xiàn),目標(biāo)探測(cè)數(shù)字類型包括“和”數(shù)字、中性數(shù)字,啟動(dòng)數(shù)字對(duì)界面與目標(biāo)探測(cè)數(shù)字之間的時(shí)間間隔分別為0、50ms、100ms。實(shí)驗(yàn)?zāi)康氖强疾烀@生的加法運(yùn)算知識(shí)與大腦兩半球的關(guān)系。 綜合實(shí)驗(yàn)數(shù)據(jù)分析及相關(guān)討論,本實(shí)驗(yàn)研究支持以下結(jié)論： 1.聾生的加法運(yùn)算知識(shí)是自動(dòng)激活的。聾生“和效應(yīng)”的產(chǎn)生不僅是對(duì)“和”數(shù)字的激活,還來(lái)自于對(duì)中性數(shù)字的抑制。 2.聾生的語(yǔ)義知識(shí)和數(shù)學(xué)知識(shí)在數(shù)學(xué)認(rèn)知加工中得到了整合,并且其整合是通過(guò)類比映射的方式來(lái)完成的。語(yǔ)義類別一致的詞對(duì)會(huì)促進(jìn)聾生的“和效應(yīng)”的產(chǎn)生,聾生將語(yǔ)義一致的詞對(duì)與數(shù)字對(duì)進(jìn)行類比,使得聾生的加法運(yùn)算知識(shí)被激活,從而阻礙了聾生對(duì)正確目標(biāo)數(shù)字的判斷。聾生的加法運(yùn)算知識(shí)會(huì)受到類別情境的影響,語(yǔ)義類別相關(guān)的詞語(yǔ)能夠促進(jìn)加法運(yùn)算知識(shí)的激活。 3.聾生“和效應(yīng)”的優(yōu)勢(shì)半腦是左側(cè)半腦,聾生在加工加法算術(shù)知識(shí)時(shí)激活了左側(cè)半腦的相關(guān)區(qū)域。通過(guò)對(duì)實(shí)驗(yàn)結(jié)果的整體分析,“和效應(yīng)”的本質(zhì)不僅是對(duì)“和”數(shù)字的激活,還來(lái)源于對(duì)中性數(shù)字的抑制。
[Abstract]:Computational ability is the basis of mathematical knowledge acquisition. Due to the limited cognitive ability of deaf students, many deaf students have some mathematical difficulties. Because most deaf students' hearing loss leads to some obstacles to their language acquisition, deaf students lack of semantic knowledge acquisition. As the interaction of mathematical knowledge and semantic knowledge has an important impact on the study and overall development of the deaf students' knowledge, it is of great significance to study the mathematical knowledge and semantic knowledge of deaf students. The purpose of this study is to investigate whether the addition knowledge of deaf students is automatically activated in the task of digital matching, whether semantic category consistency has an effect on the automatic activation of addition knowledge and the relationship between addition knowledge and the two hemispheres of the brain. This study is composed of three experiments, using the numerical matching task, the semantic priming task, the semi-field tachygraphy and the numerical matching task, respectively. All the stimuli are presented by E-prime software. The experiment includes: experiment one uses digital material to investigate whether deaf students will produce "sum effect" in the process of judging, that is, whether the knowledge of addition will be activated automatically, and whether the number types of target detection include "and" numbers and neutral numbers. The rendering time for starting a digital pair includes 80 Ms / 140 Ms / 200ms. The purpose of the experiment was to investigate whether the addition of deaf students would be activated automatically, and whether the sum effect of deaf students was significantly different from that of the deaf students under the conditions of the time of presentation of the three starting numbers. In the second experiment, the effects of semantic knowledge on the "harmony effect" of deaf students were investigated by using words and numerals. The semantic categories of priming word pairs included category consistency and category inconsistency, and the number types of target detection included "and" numbers and neutral numbers. The purpose of the experiment is to investigate whether there are significant differences in the addition knowledge of deaf students under the influence of semantic categories of priming word pairs, that is, whether the consistency of semantic categories of words affects the activation of additive knowledge of deaf students. In experiment 3, the dominant hemisencephalon of "sum effect" of deaf students was investigated by semi-visual field method. The visual field of starting digital pair included left screen presentation, right screen display, target detection number type including "and" number, neutral number. The time interval between the starting digital pair interface and the target detection number is 0 / 50ms / 100msrespectively. The purpose of the experiment was to investigate the relationship between the addition knowledge of deaf students and the two hemispheres of the brain. Comprehensive experimental data analysis and related discussions, this experimental study supports the following conclusions: 1. Deaf students' knowledge of addition is automatically activated. The generation of "harmony effect" of deaf students is not only the activation of "harmony" numbers, but also the inhibition of neutral numbers. 2. Deaf students' semantic knowledge and mathematical knowledge are integrated in mathematical cognitive processing, and their integration is accomplished by analogy mapping. The word pairs with consistent semantic categories will promote the "harmony effect" of deaf students, and deaf students will make analogy between semantic consistent word pairs and number pairs, which will activate deaf students' knowledge of addition operations, thus hindering deaf students from judging correct target numbers. The addition knowledge of deaf students is affected by the situation of category, and the words related to semantic category can promote the activation of additive knowledge. 3. The dominant hemisencephalon of the deaf students is the left hemibrain, and the deaf students activate the related regions of the left hemispheres while processing the additive arithmetic knowledge. Through the overall analysis of the experimental results, the essence of the "sum effect" is not only the activation of the "sum" number, but also the suppression of the neutral number.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G762

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