Naglieri J A, Gottling S H
Nisonger Center, Department of Educational Services and Research Ohio State University, Columbus 43210-1172, USA.
Psychol Rep. 1995 Jun;76(3 Pt 2):1343-54. doi: 10.2466/pr0.1995.76.3c.1343.
The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Successive model as a base, a cognitive instruction which facilitated planning was provided to two students with low scores on planning, obtained using an experimental version of the Das-Naglieri Cognitive Assessment System, and two students with average planning scores. All students completed three sessions of baseline and seven sessions of cognitive instruction in addition and multiplication. During the cognitive instruction phase, 5-min. sessions of self-reflection and verbalization of strategies about the mathematics problems were conducted after each initial 10-min. session of mathematics. Scores on addition problems showed that all students improved. On multiplication, however, 2 students with low planning scores improved considerably but not 2 with higher planning scores. Implications are provided.
本研究的目的是将针对4名特定学习障碍学生的认知策略或计划运用训练的研究扩展至数学计算领域。重复了先前研究中使用的一种认知教育方法。预计学生会根据其在一项计划测量中的初始分数发现该教学具有不同的效果。以计划、注意、同时性、继时性模型为基础，为两名使用达斯-纳吉里认知评估系统实验版本测得计划分数较低的学生以及两名计划分数中等的学生提供了促进计划的认知教学。所有学生完成了加法和乘法的三个基线阶段课程以及七个认知教学阶段课程。在认知教学阶段，每10分钟的数学课程开始后，进行5分钟的关于数学问题的自我反思和策略口头表达。加法问题的分数显示所有学生都有进步。然而，在乘法方面，两名计划分数较低的学生有显著进步，但两名计划分数较高的学生则没有。文章给出了相关启示。
