Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology
Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology
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DOI：
10.1080/87565649909540759
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发表时间：
1999-01-01
影响因子：
1.5
通讯作者：
Roy, JA
中科院分区：
文献类型：
--
作者：
Bull, R;Johnston, RS;Roy, JA
短时记忆经常被发现在孩子的算术技能中起着重要作用。然而，Bull和Johnston(1997)发现，当控制阅读技能的差异时，短期记忆，特别是发音环路的功能，并不代表低数学能力儿童的根本缺陷。本研究使用威斯康星卡片分类测验(WCST)考察了其他工作记忆机制在算术技能中的作用，即中央执行，以及视觉空间素描本，使用Corsi模块。结果表明，在控制了阅读能力和智商的差异后，高数学能力儿童和低数学能力儿童在WCST测量上有显著差异，但在视觉顺序记忆上没有差异。相关分析表明，WCST的算术成绩和毅力指标之间存在显著的相关性。这一结果的含义从中央执行功能和相关的认知和行为困难的角度进行了讨论。
Short-term memory has often been found to play a major role in children's arithmetical skills. However, Bull and Johnston (1997) found that when differences in reading skills were controlled for, short-term memory, specifically the functioning of the articulatory loop, did not represent a fundamental deficit for children of low mathematical ability. This study examined the role of other working-memory mechanisms in arithmetical skills, namely the central executive, using the Wisconsin Card Sorting Test (WCST), and the visual-spatial sketch pad, using the Corsi Blocks. Results showed that children of high and low mathematics ability differed significantly on WCST measures after controlling for differences in reading ability and IQ but did not differ in visual sequential memory. Correlation analyses revealed a significant correlation between arithmetic performance and perseveration measures from the WCST. The implications of this result are discussed in terms of central-executive functioning and related cognitive and behavioral difficulties.