Performance across different areas of mathematical cognition in children with learning difficulties
Performance across different areas of mathematical cognition in children with learning difficulties
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DOI：
10.1037/0022-0663.93.3.615
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发表时间：
2001-09-01
影响因子：
4.9
通讯作者：
Dick, J
中科院分区：
文献类型：
--
作者：
Hanich, LB;Jordan, NC;Dick, J
本研究以210名小学二年级学生为被试，考察了他们在不同数学认知领域的表现。儿童被分为4个成就组：数学有困难但阅读没有困难的儿童（仅MD），数学和阅读都有困难的儿童（MD/RD），阅读有困难但数学没有困难的儿童，以及成绩正常的儿童。虽然两个MD组的表现比正常实现组在大多数领域的数学认知差，MD-只组显示出的优势MD/RD组在精确计算的算术组合和解决问题。两组在近似算术和对位值和书面计算的理解方面没有差异。只有MD的儿童似乎是上级的儿童MD/RD的领域，可能是由语言介导的，但不是在那些依赖于数字大小，视觉空间处理，和自动性。
The performance of 210 2nd graders in different areas of mathematical cognition was examined. Children were divided into 4 achievement groups: children with difficulties in mathematics but not in reading (MD-only), children with difficulties in both mathematics and reading (MD/RD), children with difficulties in reading but not in mathematics, and children with normal achievement. Although both MD groups performed worse than normally achieving groups in most areas of mathematical cognition, the MD-only group showed an advantage over the MD/RD group in exact calculation of arithmetic combinations and in problem solving. The 2 groups did not differ in approximate arithmetic and understanding of place value and written computation. Children with MD-only seem to be superior to children with MD/RD in areas that may be mediated by language but not in ones that rely on numerical magnitudes, visuospatial processing, and automaticity.