Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
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DOI：
10.1016/j.jecp.2010.09.003
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发表时间：
2011-02-01
影响因子：
2.6
通讯作者：
Gilmore, Camilla K.
中科院分区：
文献类型：
--
作者：
De Smedt, Bert;Gilmore, Camilla K.
本研究分别考察了一年级数学困难儿童、数学学习障碍儿童和数学低成就儿童的数值量级加工能力。总共有20名MLD儿童、21名LA儿童和41名常规成长者完成了一个数值大小比较任务和一个近似加法任务，这些任务以符号和非符号（点数组）格式呈现。在涉及从符号表征中获取数值大小信息的任务中，有轻度认知障碍的儿童和有轻度认知障碍的儿童表现出较轻的表现模式。他们在从潜在的非符号量表征中获取量方面没有缺陷。我们的研究结果表明，这种表现模式发生在一年级以上的儿童身上，并且普遍存在于数字量级比较任务之外。这些发现揭示了可能帮助那些在数学学习上有困难的孩子的干预类型。(C) 2010爱思唯尔公司版权所有。
This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. In total, 20 children with MLD, 21 children with LA, and 41 regular achievers completed a numerical magnitude comparison task and an approximate addition task, which were presented in a symbolic and a nonsymbolic (dot arrays) format. Children with MLD and LA were impaired on tasks that involved the access of numerical magnitude information from symbolic representations, with the LA children showing a less severe performance pattern than children with MLD. They showed no deficits in accessing magnitude from underlying nonsymbolic magnitude representations. Our findings indicate that this performance pattern occurs in children from first grade onward and generalizes beyond numerical magnitude comparison tasks. These findings shed light on the types of intervention that may help children who struggle with learning mathematics. (C) 2010 Elsevier Inc. All rights reserved.