LEARNING DISABILITIES IN ELEMENTARY MATHEMATICS

描述：对数学成绩差的智商一般儿童的研究 数学残疾(MD)儿童揭示了他们较低的几个来源 比预期(基于智商)取得的成就要高。这些孩子的观念很差。 了解计数，用不成熟的计数程序解决算术问题 问题，犯了许多程序错误，并且有记忆困难 基本的算术事实。这些孩子的算术知识很差。 助长他们使用不成熟的点票程序及其程序 错误，尽管目前尚不清楚这种糟糕的计数知识 延伸到二年级以后。糟糕的工作记忆资源似乎也会 造成了这些程序性缺陷，有人认为这些 工作记忆缺陷是由于计算速度慢造成的。该产品的来源 这些儿童的事实提取缺陷尚不清楚，但似乎是相关的 在抑制不相关的关联方面遇到的困难 进入工作记忆和从词汇访问中的困难(例如， 从语义记忆中检索信息)。最近的理论和 方法学的进步表明，这些工作记忆和提取 赤字比之前概念化的要复杂得多。个体 工作记忆的差异似乎与抑制的易感性有关 不相关的联想、发音单词的速度、扫描 工作记忆的内容，以及语音和语义的再生 在工作记忆中腐烂的痕迹。从理论上讲，后者是相关的 对MD儿童词汇通达困难及其相关因素的研究 事实检索的缺陷。这项拟议的研究将首先评估：1) MD一、三、五年级儿童与正常儿童的计数知识 控制和检查计数跨度(工作指标)之间的关系 记忆)，算术方面的计数知识和程序能力；2)使用 最新的理论和方法进展，以提供对每一种 上述第一、第三和第五工作记忆的组成部分 对MD儿童和正常对照组进行评分，并将这些能力与 MD儿童的工作记忆、计数程序和事实提取缺陷 3)使用负启动方法检验事实提取的假设 MD儿童的缺陷部分与抑制困难有关 不相关的联想进入工作记忆；以及4)系统地 MD儿童与儿童计数和算术能力的比较 智商低，数学成绩低。

DESCRIPTION: Research on average-IQ children with poor math achievement, that is, math disabled (MD) children, has revealed several sources of their lower than expected (based on IQ) achievement. These children have a poor conceptual understanding of counting, use immature counting procedures to solve arithmetic problems, commit many procedural errors, and have difficulties remembering basic arithmetic facts. The poor counting knowledge of these children appears to contribute to their use of immature counting procedures and their procedural errors, although it is not currently known if this poor counting knowledge extends beyond second grade. Poor working memory resources also appear to contribute to these procedural deficits and it has been argued that these working memory deficits are due to a slow counting speed. The source of the fact-retrieval deficits of these children is unclear, but appears to be related to a combination of difficulties in inhibiting irrelevant associations from entering working memory and from difficulties in lexical access (e.g., retrieving information from semantic memory). Recent theoretical and methodological advances suggest that these working memory and retrieval deficits are more complex than previously conceptualized. Individual differences in working memory appear to be related to ease of inhibiting irrelevant associations, speed of articulating words, speed of scanning the contents of working memory, and ease of regenerating phonetic and semantic traces that are decaying in working memory. The latter, in theory, is related to MD children's difficulties in lexical access and the associated fact-retrieval deficits. The proposed research will be the first to: 1) assess the counting knowledge of first, third and fifth grade MD children and normal controls and examine the relations among counting span (an index of working memory), counting knowledge and procedural competencies in arithmetic; 2) use recent theoretical and methodological advances to provide an assessment of each of the above described components of working memory in first, third and fifth grade MD children and normal controls and relate these competencies to the working memory, counting procedure, and fact-retrieval deficits of MD children; 3) use negative priming methods to test the hypothesis that the fact-retrieval deficit of MD children is related, in part, to difficulties in inhibiting irrelevant associations from entering working memory; and 4) systematically compare the counting and arithmetic competencies of MD children and children with low-IQ scores and low math achievement scores.