| visual-spatial working memory is one of the important components of working memory,and there is evidence that students with mathematical learning difficulties exhibit general deficits in visual-spatial working memory.However,it is not clear which dimension of the working memory of the visual space of middle school students with different subtypes of mathematics learning difficulties with specific content domain defects is not clear.In addition,it is found that there are age differences in the correlation between visual-spatial working memory and mathematics,so the development trend of visual-spatial working memory of middle school students with different subtypes of mathematics difficulties with grade increase and its correlation with mathematics subfields still need to be further explored.Study 1:In order to explore the characteristics of visual-spatial working memory of students with simple and mixed mathematics learning difficulties in different grades,the experimental design of 3(grades:7,8,9)*3(group:normal,simple,mixed)was used.The passive simultaneity,passive secondary function and active function of the subject’s visual-spatial working memory were investigated through the three paradigms of N-back,DATEUP and ROTATE,respectively.It was found that there were differences in the impairment of visual-spatial working memory in different dimensions of students with different subtypes of mathematics learning difficulties,and the passive secondary function and active function of students with simple mathematics learning difficulty were better than those of mixed type.The passive simultaneity function of students with mixed mathematics learning difficulties was better than that of simple type,but the levels of visual-spatial working memory lagged behind ordinary students in all dimensions,and the visual-spatial working memory of students with mathematical learning difficulties continued to lag behind ordinary students with the development level of grades.Study 2:The adaptive training of students’ visual-spatial working memory was carried out by using CogniPlus cognitive training system,in order to discover the training effectiveness of passive simultaneous function,passive succession function and active function of visual-spatial working memory,and explore whether it has a far-transfer effect on the mathematical performance of students with simple and mixed mathematical learning difficulties.The results found that with the increase of training times,compared with the active control group,the performance of the mixed mathematics learning difficulty training group in the function of each subcomponent of visual-spatial working memory was significantly improved,and the training performance of the visual-spatial working memory active function training performance of the simple mathematics learning difficulty group also improved.In addition,the training also improved the mathematical fluency and problem-solving ability of the simple mathematics learning difficulty group,and the calculation fluency performance of the mixed mathematics learning difficulty group was also improved in the post-test.In conclusion,analyzing the characteristics of visual-spatial working memory deficit patterns of students with simple and mixed mathematical learning difficulties,and examining the training intervention effects of different types of subjects,can provide more targeted ideas for ways and methods to bridge the performance gap between students with mathematical learning difficulties and ordinary students,and help create and improve interventions that are more in line with individual needs. |
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