Fact retrieval deficits in low achieving children and children with mathematical learning disability.
Fact retrieval deficits in low achieving children and children with mathematical learning disability.
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DOI：
10.1177/0022219410392046
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发表时间：
2012-07
影响因子：
3
通讯作者：
Bailey DH
中科院分区：
文献类型：
--
作者：
Geary DC;Hoard MK;Bailey DH
使用四年的数学成绩，组典型实现（n = 101），低实现轻度（LA-轻度事实检索，n = 97）和严重（LA-严重事实检索，n = 18）的事实检索缺陷和数学学习障碍（MLD，n = 15）的儿童进行了鉴定。多层次模型对比开发检索能力从二年级到四年级的发展能力，在执行算术程序，在流畅的处理阿拉伯数字和对象集所代表的数量，并在代表数量的数字线。LA-严重事实检索儿童的检索缺陷至少与MLD儿童的检索缺陷一样令人衰弱，并且表现出较少的跨年级改善。缺陷的特点是检索计数字符串联想，而试图记住额外的事实，表明在检索过程中不相关的信息抑制差。这表明了一种非常特殊的工作记忆缺陷形式，一种在许多通常使用的工作记忆任务中无法捕获的形式。此外，这些缺陷与程序能力或其他数学任务的表现无关，也与语言或非语言智力、阅读能力或处理速度无关，也不能用标准的不计时数学成绩测试来识别。
Using four years of mathematics achievement scores, groups of typically achieving (n = 101), low achieving with mild (LA-Mild Fact Retrieval, n = 97) and severe (LA-Severe Fact Retrieval, n = 18) fact retrieval deficits and mathematically learning disabled (MLD, n = 15) children were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and at representing quantity on a number line. The retrieval deficits of LA-Severe Fact Retrieval children were at least as debilitating as those of the children with MLD, and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or non-verbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests.
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影响因子：
3
作者：
Jordan, NC;Montani, TO
通讯作者：
Montani, TO
影响因子：
1.7
作者：
Geary DC;Bailey DH;Hoard MK
通讯作者：
Hoard MK
影响因子：
5.4
作者：
GROEN, GJ;PARKMAN, JM
通讯作者：
PARKMAN, JM
影响因子：
1.5
作者：
Bull, R;Johnston, RS;Roy, JA
通讯作者：
Roy, JA
影响因子：
2.6
作者：
Geary, DC;Hoard, MK;DeSoto, MC
通讯作者：
DeSoto, MC