发育性失算症儿童的基本数学的发展迟缓
Sarah Lamb1, Florian Krieger1, Jörg-Tobias Kuhn1
1Department of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany.
Frontiers in psychology
|January 26, 2024
概括
患有发育性计算障碍 (DD) 的儿童在基本数值技能方面表现出特定的发育迟缓,而不是质量上不同的缺陷. 他们的困难与近似数字系统 (ANS) 损伤一致.
科学领域:
- 认知心理学 认知心理学
- 发展心理学是发展心理学.
- 神经科学是一个神经科学.
背景情况:
- 患有发育性计算障碍 (DD) 的儿童在基本的数字技能方面表现出缺陷.
- 关于这些缺陷是否与典型发育 (TD) 儿童相比具有质量差异或是发育迟缓,存在相互矛盾的证据.
- 竞争的假设包括一般的数值表示 (近似数值系统,ANS),对象跟踪 (对象跟踪系统,OTS),或符号访问 (访问缺陷,AD) 的损害.
研究的目的:
- 确定DD基本数值技能缺陷是否代表发育迟缓或质量偏差.
- 调查这些缺陷是否源于核心认知系统 (ANS,OTS,AD) 的损伤.
主要方法:
- 测试了2年级,3年级和4年级的480名儿童 (68个DD,412个TD).
- 利用各种基本的数字技能范式:分类,计数,大小比较,数组和数列估计.
- 4年级的DD儿童与2年级的TD儿童的数学概况比较.
主要成果:
- DD儿童的基本数值技能障碍表明了特定的发育迟缓,除了点数计数.
- 当将4年级的DD儿童与2年级的TD儿童进行比较时,结果得到了证实,这表明发育迟缓.
- 在DD儿童中,特定的算术缺陷支持了ANS缺陷假设,而不是AD和OTS.
结论:
- 患有DD的儿童在基本的数字技能方面经历了发育迟缓,而不是质量上明显的缺陷.
- 这些发现支持了近似数值系统 (ANS) 缺陷作为DD数值困难的主要原因的假设.
- 干预措施应考虑解决儿童发育迟缓和潜在的ANS损伤问题.
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