The Study Of Working Memory Of Junior High School Physics Learning Difficulties Students

To define the concept of learning difficulties, the American scholar Kirk in the1960s proposed:these students who have normal intelligence, and academic performance lagging behind. With the in-depth study of learning difficulties, researchers emphasized individual characteristics to define learning difficulties, and thought external factors considered obvious physical defects, mental retardation, or environmental, cultural, economic and other reasons are not the cause of learning difficulties.Studies have shown that although the differences between different tasks in different degree, different groups learning difficulties all have working memory capacity deficiencies. But the working memory research work of students with physical learning difficulties is very rare, and there is no research from the perspective of working memory exploring the causes of high positive correlation of math and physics results.Using2×3×2multi-factor experimental design of school physics students with learning difficulties and outstanding physics students with comparative working memory study. Which student-level factors (eight grade and nine grade), material type factor (digital material and visuo-spatial material and the central executive function material), the student types factors (physical learning difficulties students and physical outstanding students), the dependent variable is working memory capacity results. Based on the contents of the three experimental design included (verbal working memory capacity and visual-spatial working memory capacity test and test of the Central executive function).The results were as follows:1, Physics and math scores of eight and nine grade students showed a significant correlation (p<0.01). The groups of the eight grades with physics learning difficulties and outstanding students showed a moderate correlation. The groups of the nine grades physics outstanding students and outstanding students showed a significant correlation.2, Compared to the group with learning difficulties and learning gifted group, the data show a significant lack of junior high school students with physical learning difficulties measured on three types of working memory component. ANOVA showed that average scores of the group of students with learning difficulties on verbal working memory, visual-spatial working memory, the central executive function were significantly lower than the average scores of gifted group.3, Further data analysis shows, control visuo-spatial working memory, the central executive function variables, the correlations of junior math and physics scores are not significant. Among them, the control variables of visuo-spatial working memory, each group of students scores is not significant. After control of the central executive function variable, each group of eight grade students is not significant. After control of verbal working memory variable, all the groups remained significantly associated (p <0.01). The results showed the correlation of math and physics scores of junior high school subjects affected by visual-spatial working memory and the central executive function.Get the following conclusions:1, Junior high student achievement of physics and mathematics is related, and this correlation exists widespread with learning difficulties, learning in excellent, diferent grade.2, Found that junior high school physical learning difficulties students do exist barriers in working memory, showed significant differences than physical outstanding students in verbal, visual-space, the central executive function working memory.3, The relation of junior physics and mathematics achievement is affected by third variable-working memory. From the perspective of working memory, the intrinsical link is revealed of the junior high school physics and mathematics achievement scores.4, Combination of these studies, for physics learning difficulties students working memory training can improve the physical learning situation through changing the various types of working memory capacity.