具有自闭症谱状况的学龄前儿童的大小表示
Xueyan Li1, Jiaxi Li2, Sijia Zhao1
1Department of Psychology, Sun Yat-sen University, Guangzhou, China.
概括
与同龄人相比,患有自闭症谱状况的儿童表现出较弱的数值大小表示. 这种早期的差异凸显了为自闭症儿童量身定制的数学干预措施的必要性.
科学领域:
- 发展心理学 发展心理学
- 神经发育障碍 神经发育障碍
- 数学教育教育 数学教育
背景情况:
- 患有自闭症谱状况 (ASC) 的儿童的数学能力未得到充分研究.
- 大小表示,一个基本的数值技能,对于正式的数学学习至关重要.
- 目前尚不清楚ASC儿童是否不同于其大小表示的精度.
研究的目的:
- 为了比较ASC和没有ASC的学龄前儿童的大小表示的精度.
- 调查这些群体之间的数值能力的潜在差异.
主要方法:
- 使用了近似的数字比较任务,孩子们在不计数的情况下识别了较大的点集.
- 有和没有ASC的学龄前儿童参与了这项研究.
- 统计控制用于工作记忆,抑制控制,非语言智力和语言能力.
主要成果:
- 患有ASC的儿童表现出较低的数值比较准确度,表明大小表示较弱.
- 即使控制了一般认知和语言能力,这种差异仍然存在.
- 在ASC儿童中,观察到数字比较准确度的较大个体变化.
结论:
- 患有ASC的儿童从小就有较弱幅度表示的风险.
- 需要专门的数学教育或干预措施来支持ASC儿童的数学学习.
- 大小表示精度的显著差异需要针对ASC儿童进行个性化数学干预.
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