学习优良与不良中学生记忆特点的比较研究

目的探讨学习优良和不良中学生的记忆特点，为学习不良学生的教育提供科学依据。方法采用北、京大学PES心理实验系统中的内隐记忆实验对学习优良和学习不良中学生各16名进行测试。结果学习优良和学习不良中学生的启动效应值均值分别为0．29和0．34，差异无统计学意义（P〉0．05）；学习优良与不良中学生的再认保持量均值分别为30．00和25．25，差异有统计学意义（P〈0．01）。结论学习优良和不良中学生的内隐记忆无差异，学习优良中学生外显记忆优于学习不良中学生。提高学习不良学生的学习成绩应从外显记忆着手，同时兼顾内隐记忆的作用。

A Comparative Research on the Memory Characteristics between Top Middle-school students and Learning-Disabled Ones

Objective Study the memory characteristic of top middle-school students and learning-disabled Ones, provide the scientific basis for the education of learning-disabled students. Method Through implicit experiment in PES psychology experiment system of Beijing University to study the memory characteristics of 32 middle-school students （16 top students and 16 learning-disabled ones） between implicit memory and explicit memory. Results The mean value of the priming effect of top middle-school students and learning-disabled ones were 0.29 and 0. 34 with no significant difference between them（P〉0.05） ;the mean value of the maintained amount on recognition of top middle-school students and learning-disabled ones were 30.00 and 25.25 with significant difference between them（P〈0.01）. Conclusion There is no major distinction in the implicit memory of top middle-school students and learning-disabled Ones, but there is major distinction in explicit memory, top middle-school students＇explicit memory obviously to be better than the learning-disabled Ones Improve the academic performance of learning-disabled students should proceed to explicit memory, both implicit memory.