自闭症谱系障碍中数学能力的认知相关性
Irene Tonizzi1, M Carmen Usai1
1Department of Educational Sciences, University of Genoa, Genoa, Italy.
PloS one
|September 16, 2024
概括
患有自闭症谱系障碍 (ASD) 的学生在任务中表现出较低的数学能力. 像词汇和口头工作记忆这样的认知因素对ASD的数学技能比典型的发展学生更为关键.
科学领域:
- 认知心理学 认知心理学
- 神经发育障碍 神经发育障碍
- 教育心理学教育心理学
背景情况:
- 自闭症谱系障碍 (ASD) 是一种神经发育状况,通常与包括数学在内的学术领域的挑战有关.
- 了解ASD学生数学能力的具体认知基础对于有针对性的干预至关重要.
- 以前的研究表明,自闭症和典型发育 (TD) 同龄人之间的认知处理可能存在差异,但它们对不同数学技能的影响需要进一步调查.
研究的目的:
- 研究不同认知过程如何与TD学生相比,对ASD学生的特定数学能力有所贡献.
- 为了确定认知功能与数学技能之间的关联是否在这两个群体之间有所不同.
- 检查数学能力在算术事实,心理计算,数学推理和解决问题的能力.
主要方法:
- 一项比较性研究,涉及没有智力障碍的ASD学生 (n=26) 和TD学生 (n=52),年龄,性别比例和视觉空间推理相匹配.
- 使用四个不同的任务评估数学能力:算术事实,心理计算,数学推理和数学问题解决.
- 认知过程的评估包括词汇,口头工作记忆,视觉空间工作记忆,响应抑制和干扰控制.
主要成果:
- 与TD组相比,患有自闭症的学生在所有评估的数学能力上表现明显较低.
- 认知过程对两组人群的各种数学能力都有不同的贡献.
- 词汇和口头工作记忆与ASD组的特定数学能力的关联比TD组更强.
结论:
- 患有自闭症的学生通常表现出较低的数学能力,这些能力跨越多个数学任务.
- 这些发现突出了影响ASD学生数学表现的独特认知特征.
- 结果对调整教育和临床干预措施有影响,以解决ASD中的特定认知数学联系.
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