在有或没有ADHD的儿童中,工作记忆和数学技能
Fatou Gaye1, Nicole B Groves1, Elizabeth S M Chan1
1Department of Psychology, Florida State University.
Neuropsychology
|November 2, 2023
概括
患有注意力缺陷/多动症障碍 (ADHD) 的儿童经历了与工作记忆缺陷相关的数学困难. 这三种工作记忆的组成部分都对数学技能产生了重大影响,而ADHD症状则起到较小的作用.
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:
- 患有注意力缺陷/多动障碍 (ADHD) 的儿童通常在工作记忆和数学技能方面表现出缺陷.
- 正如Baddeley模型所描述的,工作记忆包括一个中央执行和声学/视觉空间子系统.
- 现有研究强调了工作记忆障碍和数学困难之间的联系,但每个组件的具体贡献仍然不清楚.
研究的目的:
- 研究特定工作记忆组件 (中央执行,语音短期记忆,视觉空间短期记忆),ADHD症状和儿童的数学技能之间的关系.
- 为了确定每个工作记忆子组件对数学技能缺陷的占有程度.
- 探索ADHD注意力缺陷症状对数学技能的贡献以及中央行政-数学协会.
主要方法:
- 在186名8至13岁临床评估儿童的样本上使用双因子 (S·I-1) 建模.
- 评估了中央执行,语音短期记忆,视觉空间短期记忆,多动症症状和数学技能之间的关系.
- 利用结构方程建模来分析数据.
主要成果:
- 这三个工作记忆组件都显著且同等地影响了潜在的数学技能 (β = .29-.50,p < .05).
- 工作记忆组件共同解释了56%的数学成绩差异 (R2 = .56).
- ADHD注意力缺失症状对预测数学技能的贡献很小,但很大 (ΔR2 = .07) 并调解了中央执行官数学协会的24%.
结论:
- 儿童的数学困难,包括患有多动症的儿童,与工作记忆中的神经认知漏洞有很大关系.
- 与工作记忆障碍相比,ADHD症状在数学技能缺陷中起到较小,但重要的作用.
- 研究结果强调了工作记忆在数学发展中的关键作用,并突出了潜在的干预目标.
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