Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings From a 3-Year Longitudinal Study of Children With Different Types of Learning Difficulties
Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings From a 3-Year Longitudinal Study of Children With Different Types of Learning Difficulties
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DOI：
10.1037/a0016838
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发表时间：
2010-02-01
影响因子：
4.9
通讯作者：
Andersson, Ulf
中科院分区：
文献类型：
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作者：
Andersson, Ulf
从3-4年级到5-6年级（年龄范围，9-13岁），对数学困难儿童（仅MD）、共病阅读困难儿童（MD-RD）、阅读困难儿童（仅RD）和成绩正常儿童的算术和认知技能进行了3点检查。在所有3个测量点中，两个MD组在4个特定领域的算术组件（事实，概念，程序和解决问题的技能）中表现出严重的弱点。对于患有MD的儿童来说，告诉时间和近似算术也是问题。两个MD组都表现出与视觉空间工作记忆相关的小弱点，MD-RD组也表现出与言语短期记忆、处理速度和执行功能相关的小弱点。4组在所有领域特定成分以及基本认知功能方面的发展速度相似。这些研究结果表明，9岁时被确定为患有MD的儿童在13岁时无法在以后的学校成绩中赶上正常的同龄人。他们在一般领域认知系统方面也继续落后于同龄人。
Arithmetic and cognitive skills of children with mathematical difficulties (MD-only), with comorbid reading difficulties (MD-RD), with reading difficulties (RD-only), and normally achieving children were examined at 3 points from Grades 3-4 to Grades 5-6 (age range, 9-13 years). Both MD groups displayed severe weaknesses in 4 domain-specific arithmetic components (factual, conceptual, procedural, and problem-solving skills) during all 3 measure points. Telling time and approximate arithmetic were also problematic for children with MD. Both MD groups displayed a small weakness related to visual-spatial working memory, and the MD-RD group also displayed small weaknesses related to verbal short-term memory, processing speed, and executive functions. The 4 groups developed at similar rates within all domain-specific components as well as basic cognitive functions. These findings demonstrate that children identified as having MD when they are 9 years old do not catch up with their normally achieving peers in later school grades, when they are 13 years old. They also continue to lag behind their peers with respect to the domain-general cognitive system.