LEARNING DISABILITIES IN ELEMENTARY MATHEMATICS

描述：对数学成绩差的平均智商儿童的研究， 数学障碍（MD）儿童透露了他们数学障碍的几个来源 比预期（基于IQ）的成就。这些孩子对 理解计数，能用不成熟的计数程序解决算术题 问题，犯下许多程序错误，并且难以记住 基本的算术事实这些孩子的数数知识很差， 有助于他们使用不成熟的计票程序和他们的程序 错误，虽然目前还不知道，如果这种贫穷的计数知识 延伸到二年级以上。糟糕的工作记忆资源似乎也 这些程序性缺陷，有人认为，这些 工作记忆缺陷是由于计数速度慢。的来源 这些儿童的事实检索缺陷尚不清楚，但似乎与 在抑制不相关的联想方面存在着种种困难， 进入工作记忆和词汇访问困难（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，这些工作记忆和检索 赤字比以前概念化的更为复杂。个人 工作记忆的差异似乎与抑制的难易程度有关。 不相关的联想，发音的速度，扫描的速度 工作记忆的内容，以及语音和语义再生的容易性 在工作记忆中逐渐消失的痕迹后者，在理论上， MD儿童在词汇通达方面的困难以及相关的 事实检索缺陷拟议的研究将是第一个：1）评估 一、三、五年级MD儿童和正常儿童的计数知识 控制和检验计数广度（工作能力的指标） 记忆），计算知识和算术程序能力; 2）使用 最近的理论和方法的进展，以提供评估每一个 在第一、第三和第五工作记忆的上述组成部分中， 对MD儿童和正常对照组进行分级，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)使用负启动的方法来检验假设，事实检索 MD儿童的缺陷部分与难以抑制 不相关的联想进入工作记忆;以及4）系统地 比较MD儿童和儿童的计数和算术能力， 低智商和低数学成绩的人

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.