非言语学习不良青少年空间关系推理及其影响因素研究

It has reported that individuals with nonverbal learning disabilities (NLD) have deficits in visual-spatial organization and strengths in rote language abilities. At present, there are few studies on higher order cognitive abilities of adolescents with NLD, such as the reasoning about spatial relations. The study sampled three groups: a normal group (a control group, C), a nonverbal learning disabilities group (NLD), and a verbal learning disabilities group (VLD). The aim of this study was to examine spatial and nonspatial relation reasoning abilities in adolescents with NLD under figure and word conditions, and assessed the relative involvement of different working memory components in four types of reasoning tasks: reasoning about figure-spatial, figure-nonspatial, verbal-spatial, and verbal-nonspatial relations. Using the double-tasks methodology, visual, spatial, central-executive, and phonological loads were realized. We tried to find how working memory components impact on adolescents with NLD spatial and nonspatial reasoning. The main results of present research are as follows. (1) The NLD group didn’t differ from normal group on reasoning about figure-nonspatial relations. The NLD group scored lower than the C group in spatial problems. So, adolescents with NLD showed a dissociation between spatial and non-spatial relation reasoning. They scored higher in non-spatial problems than in spatial ones. Adolescents with VLD developed well in reasoning about figure-nonspatial relations, but showed deficits in other three tasks. (2) For each reasoning task, the difficult of four types of reasoning problem had different changing trend. For figure and verbal spatial problems, mental model approach can interpret performance of the four problems well. For verbal nonspatial problems, a logical rule approach can interpret performance of the four problems well. (3) Adolescents with NLD did not differ from adolescents with VLD and normal adolescents in phonological, central-executive, and visual dual tasks. But the NLD group had lower performance than the other two groups in spatial dual task. The results showed a dissociation between visual and spatial working memory in NLD group. The VLD group only experienced deficits in central-executive subsystem. (4) The studies found that spatial reasoning mainly loaded spatial working memory, whist the involvement of spatial resources in nonspatial reasoning was little. Visual working memory mainly involved in reasoning about spatial and figure-nonspatial relations, especially in figure-nonspatial problems, and had few impacts on verbal-nonspatial reasoning. Central executive system was involved in all reasoning tasks. The role of phonological loop in the reasoning tasks required further explored. (5) According to the findings, we concluded that the deficits in spatial working memory resulted in poor spatial reasoning abilities for teenagers with NLD, whist because of the limited central executive capability, teenagers with VLD showed poor reasoning abilities. (6) The three groups can used multiple strategies during the reasoning process. They didn’t differ from each other in reasoning strategies. They all used mental model strategy to solve figure and verbal spatial problems, and used logic rule strategy to solve verbal nonspatial problems.

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.