(The Specific Processing Hypothesis) [16 ] (The General Processing Hypothesis) [17 ],

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1 : (2008) : G442 :A (11, ; 21, ) :,,,,, ( ) ( ) : ; ; ; ; 1,, [1 ],,, 5 %, ;,,,, [2 5 ] [6 ],,,,, [7 9 ] Swanson [10 ],, Swanson [11 ] (3 6 ),,, [12,13 ], [14,15 ],, (The Specific Processing Hypothesis) [16 ] (The General Processing Hypothesis) [17 ], 94 3 : (200006) ( ). :,,,. E2mail com

2 :,,,, [18,19 ], [20 ], [21 ], (updating) [22,23 ],?,?? 2 211, :,, ; ;, 3,3 [24 ] (1) (AAT ) 3, AAT,, (2) AAT,, < 65 Z,, 25 % % (3) (SPM) 28, 50 % % 52, ( ),3 ( ),3 ( ),3 ( ),, 20, 60 (1) (,, =?, 7-3 =?),, ( ),,,, 1 10 (2) 95

3 , (5000 ),,,,, 1 10 (3) - -, = 5 -, -,, 1 10 (4) 3 3,,, 3 3,,, 1 9 (5) 15,, ( ),,, 1 15 (6) R, R,, 7, 7, 14 R, R, R 96,, 1 10 (7),, (8), 22, , 11 A K 1 - A 2 - B 3 - C,, (9) P1 P2 P3, P1,P3 P1, P2, (10) (11) 30, ( 10 ) (12) 30, 16, 4 8, , A B (13), 60

4 : 3 311, 98 %,,, 3 4,, M SD M SD t 0176 a a a a a a b b b a a b b b b : a ( 40 ),b, 3 p < 0105, 33 p < , ( ) 017, 0171,, 1, t,16 14, 2, 2,, 2,,,, 312 1,?,, ( ), ( ) 2 2, ( 2 ), 2,,, ( F(1,50) = 11194, p < 0101, 2 = 0119) ( ),, ( F(1,40) = 1114, p > 0105, 2 = 0103) ; ( ),, ( F(1,46) = 4124, p < 0105, 2 = 0109) ;,, ( F(1,34) = 0175, p > 0105, 2 = 0102), 2, 85 %[ ( )Π % = 85 %] ; 55 %[ ( )Π % = 55 %] 88 %[ ( )Π % = 88 %], 85 %, 88 % 313, 97

5 ,?, ( ) ( F(1,48) = 4124, p = 0105, 2 = 0109) ; ( ), ( F(1,50) = 10108, p < 0101, 2 = 0118) ; ( ), ( F(1,44) = 3182, p = 0106, 2 = 0108), 2, 52 % [ ( )Π % = 52 %], 412 % [ ( ) / % = 412 %], 58 %[ ( )Π % = 58 %]?,, ( F(1,41) = 1121, p > 0105, 2 = 0103), 85 %[ ( )Π % = 85 %] ;,, ( ( F(1,43) = 3113, p = 0106, 2 = 0108), 58 % [ ( )Π % = 58 %] ;,, 98 ( F(1,47) = 3141, p = 0106, 2 = 0107), 61 %[ ( )Π % = 61 %],,, 9 %,,,,,,?,, = 0105, = 011,, R 0192, R ,,, t p > 0105,,, SPSS, ( ) 4,,,,,,

6 : ( ) ( ),,,,,, Swanson [25, 26 ], Swanson Ashbaker [27 ], :,,,Laing Kamhi [28 ], (explanatory inferences),,, Jorm [12 ], Swanson [13 ], Sluis [29 ] :, :,, [30 ],,,,,,,,, ( ) ( ),, ( ), : [1 ]Mercer A R, Jordan L1 Learning disabilities definitions and criteria used by stated education departments. Learning Disabilities Quarterly, 1996, 19, [2 ] Daneman M, Carpenter P A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 1980, 19, [3 ]Wagner R K. et al. Development of young readers phonological processing abilities. Journal of Educational Psychology,1993, 85 (1), [4 ] Torgesen J K, Wagner R K, Rashotte C A. Preventing reading failure in young children with phonological processing disabilities : Group and individual responses to instruction.journal of Educational Psychology, 1999, 91, [5 ],..,1999,31 (1), [6 ]Baddeley A. Working memory. Science. 1992, 255, [7 ]Peter F, Leij A. Inhibition and shifting in children with learning deficits in arithmetic and reading. Experimental Child Psychology, 2004, 87, [8 ]Oberauer K, et al. The multiple faces of working memory :Storage, processing,supervision,and coordination. Intelligence,2003, 31, [9 ]Howes N L,et al. Memory performance of children with dyslexia : A comparative analysis of theoretical perspectives. Journal of Learning Disabilities, 2003, 36, [10 ] Swanson H L. Age related differences in learning disabled and skilled readers working memory. Journal of Experimental Child Psychology, 2003, 85,

7 [11 ] Swanson H L. Executive processing in learning disabled readers. Intelligence, 1993, 17 : [12 ]Jorm A F. Specific reading retardation and working memory : A review, British Journal of Psychology. 1983, 74, [13 ]Swanson H L, Mink J, Bocian K M. Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD : More alike than different?journal of Educational Psychology, 1999, 91 : [14 ],..,2007,21 (9), [15 ],..,2007,21 (10), [16 ]Just M A, Carpenter P A. A capacity theory of comprehension : individual differences in working memory : Psychological Review, 1992, 99, [17 ] Engle R W. Working memory capacity as executive attention Current Directions in Psychological Science, 2002, 11 (1), [18 ] Kail R. Developmental changes in speed of processing during childhood and adolescence. Psychological Bulletin, 1991, 109, [19 ] Kail R. Speed of information processing : Developmental change and links to intelligence. Journal of School Psychology, 2000, 38, [20 ] Fry, A. F, Hale S. Processing speed, working memory, and f luid intelligence : Evidence for a developmental cascade. Psychological science, 1996, 7, [21 ],,,..,2003, 35 (4), [ 22 ] Bull R, Johnston R S. Children s arithmetic difficulties : Contributions from processing speed, item identification, and short2term memory. Journal of Experimental Child Psychology,1997, 65, [23 ]Cowan, H. et al. Children working memory processes :A response - timing analysis. Journal of Experimental Psychology : General, (2003). 132 (1), [24 ]..,2003,8, [25 ] Swanson H L. Reading comprehension and working memory in learning disabled readers : Is the phonological loop more important than the executive system?journal of Experimental Child Psychology, 1999, 72,1-31. [ 26 ]Swanson HL. Are working memory deficits in readers with learning disabilities hard to change?journal of Learning Disabilities, 2000, 33 (6), [ 27 ] Swanson H L, Ashbaker M H. Working memory, short2term memory, speech rate, word recognition and reading comprehension in learning disabled readers : Does the executive system have a role? Intelligence, 2000, 28 (1), [28 ] Laing S P, Kamhi A G. The use of think2aloud protocols to compare inferencing abilities in average and below - average readers. Journal of Learning Disabilities, 2002,35 (5), [ 29 ]Sluis S, Leij A, Peter F. Working Memory in Dutch Children with Reading2 and Arithmetic2Related LD. Journal of Learning Disabilities, 2005, 38 (3), [ 30 ]Swanson H L. Executive processing in learning - disabled readers. Intelligence, 1993, 17, Working Memory and Processing Speed in Children with Chinese Learning Disabilities WAN G En2guo 1 LIU Chang 2 (11 Institute of the Psychology and Behavioral, Henan University, Kaifeng ; 21 Institute of Psychology, Nanjing Normal University, Nanjing ) Abstract : The classic working memory and processing speed task were used as material, working memory evaluation were used as instrument, and undertaking the approach of screening learning disabilities, and 52 middle school students from 3 different secondary schools were used as subjects in this study. The results are as follows : ( 1) compares with the control group, the Chinese learning disabilities children has the obvious insufficiency in the working memory and the processing speed aspect, but the processing speed cannot explain the different ability group s difference, the Chinese learning disabilities children s flaw lies in the working memory ability the drop ; (2) the working memory flaw lies in the verbal working memory and the central executive function insufficiency, with regards the spatial working memory ability to have nothing to do with. The Chinese learning disabilities already have the general working memory flaw ( central executive function), and they also have the specific working memory (verbal working memory) ability insufficiency. Key words :working memory ; processing speed,chinese learning disabilities ; verbal working memory ; central executive function 100