Research On Inhibitory Control Of Executive Function Of Students With Learning Difficulties

In our country,the number of students with learning difficulties is huge,and they are facing deep academic difficulties.The development of academic achievement of students with learning difficulties requires the joint efforts of themselves,teachers,parents and society.Mathematics difficulties and dyslexia,as the two subtypes with the largest proportion of students with learning difficulties,have different performances in daily students and daily life.Students with difficulties in mathematics are mainly manifested as defects in mathematics ability,defects in quantitative relations,calculations,spatial ability,problem solving and so on.Students with dyslexia are significantly behind their age and intelligence in their reading performance.Executive function,as a human’s advanced cognitive function,is closely related to human’s advanced mental function,and plays a role in predicting the future development of individuals.The development of executive function has a great influence on students with learning difficulties.Inhibition control is the core component of executive function,Inhibition control refers to a psychological function in which an individual controls attention,behavior,thoughts and emotions,and suppresses strong internal tendencies or external temptations,so as to make more appropriate behaviors.The two core components of executive function are interference inhibition and response inhibition.Inhibition control has an obvious predictive effect on the development of students’ academic skills.Students who have difficulty in inhibiting control will also have significant obstacles in cognitive activities.According to the performance of students with learning difficulties in daily life and learning,students with learning difficulties seem to be more likely to be disturbed by irrelevant information in the learning and living environment,and it seems more difficult to stop immediately for activities that should not be continued.Therefore,it is speculated that students with learning difficulties have defects in the inhibitory control of executive functions.This research explores the characteristics and differences of the inhibition and control of the two types of students with learning difficulties from the two aspects of interference inhibition and response inhibition.Experiment 1 uses the classic preview search paradigm to explore the characteristics and differences of inhibition and control of the three experimental materials of Chinese characters,numbers and graphics between ordinary students and students with two types of learning difficulties.The results show that neither ordinary students nor the two types of students with learning difficulties have the defect of interference suppression to graphics,and there is no significant difference between the three types of interference suppression abilities,This is inconsistent with previous speculations about the poor cognitive ability of graphs of students with mathematics difficulties and their inhibition of control deficits.The characteristics of the interference suppression of the two types of students with learning difficulties prove that the interference suppression defects of the students with learning difficulties may not be caused by the defects of their neurophysiological mechanism.Neither ordinary students nor students with mathematics difficulties have the defect of interference suppression to Chinese characters.Students with dyslexia have a defect in suppressing interference with Chinese characters,and their ability to suppress interference with Chinese characters is significantly worse than the two experimental materials,numbers and graphics,which is consistent with the hypothesis.The ability of students with mathematics difficulties to suppress numbers is also significantly weaker than the other two types of students.Under the three experimental materials,the defects of students with dyslexia are mainly manifested in Chinese characters,and the defects of students with mathematics difficulties are mainly manifested in numbers.Experiment 2 uses the GNG paradigm to explore the characteristics and differences of response inhibition between ordinary students and two types of students with learning difficulties.The results show that both types of students with learning difficulties have response inhibition defects;compared with ordinary students,students with mathematics difficulties have the weakest response inhibition control ability to numbers,and students with dyslexia have the weakest response inhibition control ability to Chinese characters.The two types of students with learning difficulties have reaction inhibition defects under the three experimental materials.This may be because there are defects in the neurophysiological mechanism of the reaction inhibition of students with learning difficulties,and it is not affected by the experimental materials.In summary,the two types of students with learning difficulties have inhibitory control defects.Students with mathematics difficulties are mainly manifested in the inhibitory control of numbers,and students with dyslexia are mainly manifested in the inhibitory control of Chinese characters.But students with learning difficulties have different mechanisms of inhibition and control defects.The defects that interfere with inhibition control may be affected by different experimental materials,rather than defects in neurophysiological mechanisms,and response inhibition may have defects in neurophysiological mechanisms.The formation of the two types of obstacles for students with learning difficulties is likely to be caused by the defects of inhibition and control ability.