Mathematical outcomes and working memory in children with TBI and orthopedic injury.
Mathematical outcomes and working memory in children with TBI and orthopedic injury.
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患有 TBI 和骨科损伤的儿童的数学结果和工作记忆。
DOI：
10.1017/s1355617712001312
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Ewing-Cobbs,Linda
中科院分区：
文献类型：
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作者：
Raghubar,KimberlyP;Barnes,MarciaA;Prasad,Mary;Johnson,ChadP;Ewing-Cobbs,Linda
本研究比较了主要为中度至重度创伤性脑损伤（TBI, n= 50）或骨科损伤（OI, n=47）的儿童在损伤后2个月和24个月的数学结果。损伤后24个月的工作记忆及其对数学成绩的影响也得到了检验。参与者被要求完成一项实验性的认知加法任务和计算、数学流畅性和应用问题的标准化测量；以及语言和视觉空间工作记忆的实验测量。尽管脑损伤儿童在基础数学知识检索方面没有缺陷，但他们在标准化数学测试中的表现比普通儿童差。在TBI组中，标准化测试的表现可以通过受伤年龄、社会经济地位和意识受损持续时间来预测。与成骨不全儿童相比，TBI儿童表现出语言工作记忆的损伤，但没有视觉工作记忆的损伤。言语工作记忆介导了损伤后24个月数学计算和应用问题的组间差异。脑损伤儿童在数学上有困难，但在数学事实检索上没有缺陷，这是数学残疾的典型缺陷。讨论了脑外伤儿童数学认知和残疾的模型，以及工作记忆在数学学习和表现中的作用。（植物学报，2013,19,1-10）
This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n = 50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI. (JINS, 2013, 19, 1–10)