在阅读障碍症中同时出现数学困难的神经认知机制:执行功能和视觉空间处理的差异
Rebecca A Marks1,2,3, Courtney Pollack1,2, Steven L Meisler1,4
1Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA.
Developmental science
|September 7, 2023
概括
阅读障碍 (RD) 的儿童经常在数学方面扎. 这项研究发现,那些同时出现阅读和数学障碍 (RD+MD) 的人表现出较差的执行功能,特别是工作记忆,以及在记忆任务期间视觉区域的大脑活动减少.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 阅读障碍 (RD) 在儿童中经常与数学障碍 (MD) 发生.
- 这种并发症 (RD+MD) 的潜在神经认知机制尚不清楚.
- 现有的研究往往忽视了在R&D研究中的数学技能.
研究的目的:
- 确定与RD儿童共发生的MD相关的行为和神经认知因素.
- 为了在各种认知和神经测量上比较只有RD (RD-Only) 的孩子与RD+MD的孩子.
- 调查执行功能和大脑活动在R&D和MD中的作用.
主要方法:
- 对语音意识,阅读能力和执行功能的行为评估.
- 功能性磁共振成像 (fMRI) 在文字阅读和视觉空间工作记忆任务期间检查大脑机制.
- 86名RD儿童的比较,分为只有RD和RD+MD组.
主要成果:
- 在RD-Only和RD+MD组之间,声学意识 (行为或神经) 没有显著差异.
- 与RD-Only组相比,RD+MD组表现出较差的工作记忆和处理速度.
- 在RD+MD组观察到视觉空间工作记忆任务期间,视觉皮层中的大脑激活减少.
结论:
- 患有RD儿童同时出现的数学障碍与更广泛的执行功能缺陷有关,特别是在工作记忆中.
- 视觉空间工作记忆和视觉皮层相关的神经活动的差异可能是RD+MD的基础.
- 研究结果强调了评估阅读困难儿童的数学技能和执行功能的重要性.
更多相关视频
09:00Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
Published on: August 16, 2024
802
12:55Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
8.5K
相关概念视频
01:25Learning Disabilities
168
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
168
01:27Language and Cognition
373
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
373
01:30Information Processing Approach
71
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
71
01:24Working Memory
246
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
246
01:30Attention-Deficit/Hyperactivity Disorder
90
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
90
01:12Visual Agnosia
234
Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
234