差异化开关成本在典型的实现儿童和数学困难的儿童
Darius Endlich1, Wolfgang Lenhard1, Peter Marx1
1University of Würzburg, Germany.
Journal of learning disabilities
|October 31, 2023
概括
患有数学困难的儿童在算术任务之间切换时表现下降更大. 这凸显了在数学学习中评估认知过程的重要性.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 患有数学困难 (MD) 的儿童通常需要更多的时间和认知资源来进行基本的算术.
- 任务切换会增加认知负载,可能会加剧MD儿童的表现缺陷.
研究的目的:
- 调查MD和没有MD的小学儿童的任务切换成本.
- 分析转换加法和减法操作对性能的影响.
主要方法:
- 两项研究与德国小学儿童 (1-4年级) 进行.
- 研究1:验证了一个新的基于平板电脑的算术验证任务 (n=165).
- 研究2:通过使用平板电脑任务和标准化测试 (n=3,409) 通过通用线性混合模型分析了任务切换效应.
主要成果:
- 患有MD的儿童显示反应时间较慢,整体准确性较低.
- 在任务切换过程中,MD组的表现下降显著增加,特别是在减法和两位数操作方面.
- 对于具有数学困难的儿童来说,任务切换成本更为明显.
结论:
- 任务切换需求不成比例地影响数学困难的孩子.
- 来自诸如基于平板电脑的算术验证之类的任务的处理数据对于识别和理解MD有价值.
- 干预措施可能需要解决MD儿童的认知控制和工作记忆.
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