A hand full of numbers: a role for offloading in arithmetics learning?
A hand full of numbers: a role for offloading in arithmetics learning?
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一个充满数字的手：算术学习中卸载的角色？
DOI：
10.3389/fpsyg.2011.00368
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发表时间：
2011
影响因子：
3.8
通讯作者：
Haase VG
中科院分区：
文献类型：
--
作者：
Costa AJ;Silva JB;Chagas PP;Krinzinger H;Lonneman J;Willmes K;Wood G;Haase VG
手指数一直与儿童的算术学习有关。我们调查了有数学学习困难(n = 14)和没有数学学习困难(n = 84)的儿童，年龄在8到11 之间。手指认知缺陷被发现与数学困难有关。手指认知症与需要在1到10之间主动操纵小数字的单词问题的表现特别相关。此外，手指认知症的缺陷不能归因于工作记忆容量的不足，而是具体地不能使用手指来瞬时代表大小，标记要被计数的物体，以及减少解决算术问题所需的认知负荷。由于手指认知更多地与符号大小加工有关，而非符号大小加工，手指相关大小表征似乎是学习类比到离散符号大小映射的重要环节。
Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.
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影响因子：
1.7
作者：
Geary DC;Bailey DH;Hoard MK
通讯作者：
Hoard MK
影响因子：
2.6
作者：
Hecht, SA;Torgesen, JK;Rashotte, CA
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影响因子：
3.4
作者：
Domahs, Frank;Moeller, Korbinian;Nuerk, Hans-Christoph
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作者：
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作者：
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通讯作者：
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