Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability
Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability
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DOI：
10.1006/jecp.1999.2515
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发表时间：
1999-11-01
影响因子：
2.6
通讯作者：
Hamson, CO
中科院分区：
文献类型：
--
作者：
Geary, DC;Hoard, MK;Hamson, CO
根据标准成就测试的表现，智商分数在低平均到高平均范围内的一年级儿童（平均年龄= 82个月）被归类为数学、阅读或两者兼而有之的学习障碍（LD）风险。这些高危儿童（n = 55）和对照组的学业正常的同龄人（n = 35）进行了实验任务，评估数字理解和生产技能，计数知识，算术技能，工作记忆，以及从长期记忆中检索信息的难易程度。在不同的高危人群中，儿童的完整认知功能和缺陷的模式不同。作为一个集合，实验任务的表现分别占数学和阅读成绩的50%和10%，高于智商的影响。因此，实验任务的表现提供了对不同形式LD的认知缺陷以及学习成绩个体差异来源的见解，（C）1999年学术出版社。
Based on performance on standard achievement tests, first-grade children (mean age = 82 months) with IQ scores in the low-average to high-average range were classified as at risk for a learning disability (LD) in mathematics, reading, or both. These at-risk children (n = 55) and a control group of academically normal peers (n = 35) were administered experimental tasks that assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, and ease of retrieving information from long-term memory. Different patterns of intact cognitive functions and deficits were found for children in the different at-risk groups. As a set, performance on the experimental tasks accounted for roughly 50% and 10% of the group differences in mathematics and reading achievement, respectively, above and beyond the influence of IQ. Performance on the experimental tasks thus provides insights into the cognitive deficits underlying different forms of LD, as well as into the sources of individual differences in academic achievement, (C) 1999 Academic Press.