论文部分内容阅读
目的:探讨非言语学习困难青少年二维空间和非空间关系推理策略。方法:从初中二年级选取三组被试:非言语学习困难组(简称NLD)、言语学习困难组(简称VLD)和一般组(简称C)。结果:(1)NLD组空间关系推理成绩显著低于一般组;(2)在空间关系推理中,两类单模题推理成绩显著高于双模题。在非空间关系推理中,有无关前提的题推理成绩显著高于没有无关前提的题;(3)一般组正确运用模型建构策略显著高于NLD和VLD组。结论:NLD青少年通过建构模型解决空间关系推理,但不能有效运用该策略,非空间关系推理则采用逻辑规则策略。
Objective: To explore the two-dimensional spatial and non-spatial relations inference strategies for non-verbal learning difficulties. Methods: Three subjects were selected from the second grade of junior high school: non-verbal learning difficulties (NLD), speech-related learning difficulties (VLD) and general education (C). Results: (1) NLD group spatial reasoning results were significantly lower than that of general group; (2) In spatial relation reasoning, the scores of two types of single-topic inference were significantly higher than those of double-mode questions. In the non-spatial relational reasoning, the item reasoning scores with or without relevant preconditions were significantly higher than those without the irrelevant preconditions; (3) The strategy of using the model correctly in the general group was significantly higher than that in the NLD and VLD groups. Conclusion: NLD adolescents can solve the spatial relationship reasoning through constructing the model, but they can not use the strategy effectively. Non-spatial relationship reasoning adopts the logic rule strategy.