Departmental Bulletin Paper ワーキングメモリの観点からみた児童の漢字のつまずきの分析
ワーキング メモリ ノ カンテン カラ ミタ ジドウ ノ カンジ ノ ツマヅキ ノ ブンセキ
Analysis of difficulties faced by students in learning kanji : The working memory perspective

丹野, 優  ,  干川, 隆  ,  タンノ, ユウ  ,  ホシカワ, タカシ  ,  Tanno, Yuu  ,  Hoshikawa, Takashi

66pp.133 - 143 , 2017-12-19 , 熊本大学
The purpose of this study was to examine the background of the difficulties faced by students in learning Kanji by using tasks of episodic buffer added using a standardized working memory test battery (WMTB)to measure the capacity of binding memory. In the first study,the authors examined how accurately the development of working memory could be measured using the WMTB for students for first through sixth graders at elementary schools. In the second study, the authors compared the differences among students with learning disabilities (LD), studentswith typical development who had difficulties in learning Kanji (Difficulty), and students with typical development who had no difficulties in learning Kanji (Typical Development), using the WMTB that the authors reexamined. Subsequently, the authors guessed the backgrounds of children with difficulties in learning Kanji. As a result,students with Typical Development were shown to be affected by the central executive system. Conversely, the episodic buffer, as well as the central execution system, was shown to affect students with Difficulty and those with LD. These results lend themselves to the inference that implementing the reexamined WMTB makes it possible to measure working memory capacity in a short time. The validation of the influence of the central executive systemand the episodic buffer makes it possible to identify students who are potentially at risk of developing difficulties in learning Kanji and to intervene at an early stage.

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