Basic numerical processes in very preterm children: A critical transition from preschool to school age
Basic numerical processes in very preterm children: A critical transition from preschool to school age
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DOI：
10.1016/j.earlhumdev.2013.11.003
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发表时间：
2014-03-01
影响因子：
2.5
通讯作者：
Karmiloff-Smith, Annette
中科院分区：
文献类型：
--
作者：
Guarini, Annalisa;Sansavini, Alessandra;Karmiloff-Smith, Annette
背景：早产儿在正式数学技能方面存在严重困难。相比之下，基本水平的数字技能，如大小判断，尚未在这些儿童中进行测试。目的：本研究的目的是调查早产是否也影响这些基本的数字能力，特别是从学前教育到正规教育的过渡。方法：在一项横断面研究中，招募了140名6岁和8岁的极早产儿和60名年龄匹配的对照组。幅度比较任务与非象征性的点显示或象征性的阿拉伯数字刺激，测量准确性和反应时间，管理的参与者。我们还调查了明确的数字知识，以及一般的认知发展水平，以获得更广泛的图片早产ability.Results：尽管没有一般的认知延迟，更简单的近似非符号表示的数值大小的影响早产，反应时间较慢，在两个年龄段相比，控制。此外，6岁早产儿在构建数字大小的符号表征和明确的数字知识方面出现了明显的困难，最终在8年后从这种严重的延迟中恢复过来。在这里发现的早产儿基本数字能力的严重延迟，尽管智商正常，但有必要进一步研究，以阐明基本的数字能力与随后在学校正式数学成绩中遇到的困难之间的关系。(C)2013爱思唯尔爱尔兰有限公司保留所有权利。
Background: Serious difficulties in formal mathematical skills have been identified in preterm children. By contrast, basic-level numerical skills like magnitude judgments have not yet been tested in these children.Aims: The aim of the present research was to investigate whether preterm birth also affects these basic numerical abilities, with particular attention to the transition from preschool to formal education.Method: One hundred-forty very preterm children and 60 age-matched controls were recruited in a cross-sectional study at 6 and 8 years of age. Magnitude comparison tasks with non-symbolic dot displays or symbolic Arabic-number stimuli, measuring accuracy and reaction time, were administered to participants. We also investigated explicit number knowledge, as well as general cognitive developmental levels, to gain a broader picture of preterm abilities.Results: Despite no general cognitive delay, the more simple approximate non-symbolic representation of numerical magnitude was affected by preterm birth, with slower reaction times at both ages compared to controls. Additionally, clear difficulties in the construction of the symbolic representation of numerical magnitude and in explicit number knowledge emerged in the 6-year-old preterm children, with a recovery from this serious delay finally by 8 years.Conclusions: The serious delays identified here in basic numerical abilities in preterm children, despite normal IQ point to the need for further studies in order to elucidate the relationship between basic numerical abilities and subsequent difficulties in formal mathematic achievement at school. (C) 2013 Elsevier Ireland Ltd. All rights reserved.