Cognitive and behavioral attention in children with math difficulties.
Cognitive and behavioral attention in children with math difficulties.
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DOI：
10.1080/09297049.2012.690371
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Fletcher JM
中科院分区：
文献类型：
--
作者：
Gold AB;Ewing-Cobbs L;Cirino P;Fuchs LS;Stuebing KK;Fletcher JM
使用认知评估和注意力行为评级来检查注意力不集中与儿童数学表现的关系。对数学困难（MD；n = 17）和数学和阅读困难（MDRD；n = 35）的三年级学生进行注意力网络测试（ANT）以及成绩和智力测量。 ADHD 症状和正常行为 IV (SWAN-IV) 的优点和缺点 注意力不集中评级是从教师那里收集的。还招募了两个对照组：一个典型的成绩组（n = 23）和一个对数学辅导干预有反应的组（反应者；n = 54）。在 ANT 测试中，患有 MD 和 MDRD 的儿童在警觉和注意力集中以及执行控制方面的表现与通常表现良好的儿童或反应者没有显着差异。所有小组都表现出了 ANT 预期的性能模式。然而，跨任务块的性能不一致，表明可靠性较差。尽管注意力不集中的行为评分与数学表现显着相关，但 ANT 表现与 SWAN-IV 行为注意力不集中评分之间没有关系。患有 MD 和 MDRD 的儿童可能更难以在情境中分心和关注细节，而不是在这些环境中做出冲动反应。认知注意力和数学成绩之间缺乏关系可能表明 ANT 没有评估与数学困难相关的相关注意力结构，或者可能与注意力缺陷/多动障碍 (ADHD) 的研究平行，其中认知和行为评估的相关性较弱。
Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n = 17) and math and reading difficulties (MDRD; n = 35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n = 23) and a group that responded to a math-tutoring intervention (responders; n = 54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related.
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数学困难的学生中的补救数字组合和单词问题缺陷：一项随机对照试验。
影响因子：
4.9
作者：
Fuchs, Lynn S.;Powell, Sarah R.;Seethaler, Pamela M.;Cirino, Paul T.;Fletcher, Jack A.;Fuchs, Douglas;Hamlett, Carol L.;Zumeta, Rebecca O.
通讯作者：
Zumeta, Rebecca O.
影响因子：
4.9
作者：
Fuchs, LS;Fuchs, D;Fletcher, JM
通讯作者：
Fletcher, JM
影响因子：
2.2
作者：
Censabella, Sandrine;Noel, Marie-Pascale
通讯作者：
Noel, Marie-Pascale
影响因子：
1.5
作者：
Bull, R;Scerif, G
通讯作者：
Scerif, G
DOI：
10.1207/s15374424jccp2104_10
发表时间：
1992-12-01
期刊：
JOURNAL OF CLINICAL CHILD PSYCHOLOGY
影响因子：
--
作者：
DUPAUL, GJ;ANASTOPOULOS, AD;METEVIA, L
通讯作者：
METEVIA, L