Abstract: The present study aimed to investigate the relationship between primary and secondary students′ carelessness phenomenon and attention ability from an empirical view, and testified the effect of self-explanation training on improving academic achievement of careless students. Employing SART and Flanker Task, study 1 primarily compared the performance of sustained and selective attention between careful and careless students. Further, study 2 investigated whether self-explanation training could alleviate students′ carelessness in mathematic learning. The results showed 1)careful students outperformed careless students in selective attention, while no significant difference was found in sustained attention; 2)Self-explanation training could help careless students to improve mathematic achievement to some degree, but the intervention benefit was not significant than regular tutoring. This indicates, unable to inhibit task-irrelevant interference is an important reason that leads to carelessness, and short-term self-explanation training could not significantly improve careless students′ mathematic achievement.

Key words: carelessness, sustained attention, selective attention, self-explanation.

摘要： 旨在从实证角度对中小学生数学学习粗心现象与注意能力的关系进行探讨,并据此进行干预训练。研究一通过SART任务和Flanker任务,考察了粗心型和细心型学生在持续性注意和选择性注意方面的差异。研究二通过对粗心型学生进行自我解释训练,探讨该方法在矫正粗心现象中的实际效用。结果显示：（1）细心型学生在选择性注意上显著优于粗心型学生,但在持续性注意方面并无显著差异;（2）自我解释训练对于克服数学学习中的粗心现象具有一定效果,但与传统方法相比并无显著优势。这表明,难以抑制无关刺激的干扰是导致粗心的重要原因,短期的自我解释训练并不能显著提高粗心型学生的数学成绩。

关键词: 粗心, 持续性注意, 选择性注意, 自我解释。