在阅读和/或数学困难的儿童中,工作记忆的哪些组成部分受损?
Rui Chen1,2, George K Georgiou3, Peng Peng4
1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.
Children (Basel, Switzerland)
|October 28, 2023
概括
阅读困难 (RD) 和并发性阅读和数学困难 (RDMD) 的儿童表现出显著的工作记忆缺陷. 工作记忆中的这些缺陷是RD和数学困难 (MD) 组中观察到的这些缺陷的附加组合.
科学领域:
- 神经发育障碍 神经发育障碍
- 认知心理学 认知心理学
- 学习障碍学习障碍是什么
背景情况:
- 阅读困难 (RD) 和数学困难 (MD) 是常见的神经发育障碍.
- 同病性RDMD影响21-45%的学习障碍儿童.
- 之前关于RDMD工作记忆缺陷的研究受限于组匹配和范围.
研究的目的:
- 调查共发性RDMD中工作记忆缺陷的性质.
- 为了在RD,MD,共患RDMD和对照组中比较工作记忆性能.
- 检查特定的工作记忆组件 (声学循环,中央执行,更新).
主要方法:
- 评估了四组儿童:RD (n=21),MD (n=24),并发性RDMD (n=26) 和对照组 (n=27).
- 使用语音循环 (单词/数字跨度向前),中央执行 (复杂跨度) 和更新 (2-back) 任务来测量工作记忆.
- 用ANCOVA控制性别和非语言IQ进行分析.
主要成果:
- 与MD和对照组相比,RD和RDMD组的语音循环性能明显较差.
- 中央执行和更新任务显示了刺激类型的效应.
- RD和RDMD组在与字相关的任务中扎;MD和RDMD组在与数字相关的任务中扎.
结论:
- 同病性RDMD中的工作记忆缺陷是RD和MD缺陷的附加组合,支持相关责任模型.
- 使用的特定工作记忆任务会影响检测群体差异.
- 研究结果强调了工作记忆在阅读和数学困难中的复杂相互作用.
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