失算症:从大脑到教育
Brian Butterworth1, Sashank Varma, Diana Laurillard
1Centre for Educational Neuroscience and Institute of Cognitive Neuroscience, University College London, London, UK. b.butterworth@ucl.ac.uk
Science (New York, N.Y.)
|May 28, 2011
概括
最近的研究表明,计算障碍源于理解数字集和数量的核心缺陷. 针对数量处理的新干预措施显示,有望为失算症学习者提供有效的教育支持.
科学领域:
- 认知神经科学 认知神经科学
- 发育神经科学的发展神经科学.
- 教育心理学教育心理学
背景情况:
- 计算障碍是一种影响数学能力的学习困难.
- 越来越多地认识到理解数字集和数量的核心缺陷是失算症的核心.
- 小学数学在很大程度上依赖于基本的数量理解.
研究的目的:
- 探索认知和发育神经科学在理解失能症方面的作用.
- 调查数字处理及其损害的神经基础.
- 识别和评估新的基于证据的干预措施,用于失智的学习者.
主要方法:
- 对成人和儿童的结构和功能神经成像研究的审查.
- 识别与数量处理受损相关的神经标记.
- 分析新兴干预措施,包括自适应软件.
主要成果:
- 神经成像研究已经阐明了数量处理的神经基础.
- 已经确定了与人数缺陷相关的难计算症的特定神经标志物.
- 适应性软件显示了增强人数技能的潜力.
结论:
- 一种基于神经科学的方法为失算症提供了新的见解.
- 针对核心人数赤字是有效干预的关键.
- 基于证据的教育工具,如自适应软件,可以支持失智的学习者.
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