Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability
Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability
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DOI：
10.1006/jecp.2000.2561
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发表时间：
2000-11-01
影响因子：
2.6
通讯作者：
Hoard, MK
中科院分区：
文献类型：
--
作者：
Geary, DC;Hamson, CO;Hoard, MK
根据一年级和二年级(一年级平均年龄=82个月)标准成绩的稳定性和表现水平，智商在低平均到高平均范围内的儿童被归类为数学学习障碍(MD)、阅读障碍(RD)或两者兼而有之(MD/RD)。这些儿童(n=42)、一组在不同年级表现出不同成绩的儿童(n=16)和一组学业正常的同龄人(n=35)接受了一系列实验和心理测量任务。这些任务评估了数字理解和生产技能、计数知识、算术技能、工作记忆、对单词和数字的语音表征的激活程度以及空间能力。不同成绩测验成绩的儿童与学业正常儿童在任何认知领域都没有不同，而学习障碍组的儿童在智商影响之外，表现出特定的认知缺陷模式。讨论的重点是学习困难儿童群体的相似和不同之处。(C)2000年学术出版社。
Based on the stability and level of performance on standard achievement rests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low-average to high-average range were classified as learning disabled (LD) in mathematics (MD), reading (RD), or both (MD/RD). These children (n = 42), a group of children who showed variable achievement test performance across grades (n = 16), and a control group of academically normal peers (n = 35) were administered a series of experimental and psychometric tasks. The tasks assessed number comprehension and production skills, counting knowledge, arithmetic skills, working memory, the ease of activation of phonetic representations of words and numbers, and spatial abilities. The children with variable achievement test performance did not differ from the academically normal children in any cognitive domain, whereas the children in the LD groups showed specific patterns of cognitive deficit, above and beyond the influence of IQ. Discussion focuses on the similarities and differences across the groups of LD children. (C) 2000 Academic Press.