探索唐氏综合征患者的相对优势:空间思维及其在数学中的作用
Su Morris1, Emily K Farran2, Katie Gilligan-Lee3
1School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK.
Journal of experimental child psychology
|June 25, 2024
概括
空间训练可以提高唐氏综合征 (DS) 的儿童的数学技能,反映典型的发展. 空间能力显著预测了DS患者的数学表现,这表明有针对性的干预措施可能是有效的.
科学领域:
- 发展心理学是发展心理学.
- 认知科学是一种认知科学.
- 遗传学 是一个遗传学.
背景情况:
- 空间训练可以提高典型发育 (TD) 儿童的数学表现.
- 关于唐氏综合征 (DS) 患者的数学发育和空间数学联系的数据有限.
研究的目的:
- 在DS患者中建立数学发展轨迹.
- 调查空间能力是否预测DS患者的数学成绩.
- 为了比较DS和TD组之间的空间数学关系.
主要方法:
- 长度研究涉及患有DS的参与者 (n=36,年龄9-35岁) 和TD儿童 (n=132,年龄4-11岁).
- 在各种子域中评估空间能力.
- 评估数学技能,包括早期的数学,推理,算术和几何.
- 管理的智商测试.
主要成果:
- 数学的发展轨迹显示了DS和TD组之间的类似的起点和发展速度,这表明发展延迟而不是非典型性.
- 空间技能在数学表现的差异中占5.8%至18.1%,即使控制了口头技能.
- 空间和数学技能之间的关系在DS和精神年龄匹配的TD组中都是可比的.
结论:
- 唐氏综合征患者的数学发育似乎与典型发育儿童的数学发育有着相似的模式,这表明他们的数学发育有所延迟.
- 在DS组中发现了空间和数学能力之间的强烈相关性,类似于TD参与者.
- 这些发现为开发空间干预措施提供了关键的初步证据,以改善DS患者的数学结果.
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