本研究从工作记忆同中心模型角度探讨数学困难儿童工作记忆的特点,研究参照Garavan(1998)和Oberauer(2002)的实验,设计两个注意焦点转换任务以考查32名数学困难儿童注意焦点转换能力、直接存取区及长时记忆激活区信息提取能力。研究发现:(1)数学困难学生从直接存取区及从长时记忆激活区中提取信息的能力显著低于其他两组学生;(2)数学困难学生的注意焦点转换能力与其他两类学生没有显著性差异;(3)相对于从长时记忆激活区提取信息的情况,数学困难学生从直接存取区提取信息的正确率较高且反应时间较短;(4)回归分析发现直接存取区中提取信息能力以及长时记忆激活区提取信息的能力显著影响学生的数学成就。 This study explored the characteristics of working memory in children with math difficulties from the perspective of working memory co-center model. Based on the experiments of Garavan (1998) and Oberauer (2002), two attention-switching tasks were designed to examine the focus switching ability of 32 children with math difficulties , Direct access area and long-term memory activation area information extraction ability. The research found that: (1) students with math difficulties had significantly lower ability to extract information from direct access area and long-term memory activation area than those from the other two groups; (2) students with math difficulties had the same ability of focus conversion as other two types of students (3) Compared with the situation of extracting information from long-term memory activation area, students with math difficulties had higher correct rate of extracting information from direct access area and shorter reaction time; (4) Regression analysis showed that direct storage The ability to extract information from a zone and to extract information from a long-term memory-activated zone significantly affect the student’s mathematical achievement.