Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability
Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability
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DOI：
10.1111/j.1467-8624.2007.01069.x
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发表时间：
2007-07-01
影响因子：
4.6
通讯作者：
Numtee, Chattavee
中科院分区：
文献类型：
--
作者：
Geary, David C.;Hoard, Mary K.;Numtee, Chattavee
使用严格和宽松的数学成绩截止分数来定义学习障碍，确定了数学障碍（MLD，n = 15）和低成绩（LA，n = 44）儿童的相应组。这些组和一组典型成绩儿童（TA，n = 46）接受了一系列数学认知、工作记忆和处理速度测量（M = 6 岁）。患有 MLD 的儿童在所有数学认知任务中都表现出缺陷，其中许多任务部分或完全由工作记忆或处理速度调节。与 TA 组相比，LA 儿童处理数字信息的流利程度较低，了解的附加事实也较少。讨论了定义 MLD 和识别潜在认知缺陷的意义。
Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n = 15) and low achieving (LA, n = 44) were identified. These groups and a group of typically achieving (TA, n = 46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M = 6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.