Venneri Annalena, Cornoldi Cesare, Garuti Margherita
Department of Psychology, University of Aberdeen, Aberdeen, UK.
Child Neuropsychol. 2003 Sep;9(3):175-83. doi: 10.1076/chin.9.3.175.16454.
Eighteen children with visuospatial learning disability (VLD) were compared to normal control children on a series of numerical and calculation tasks. Oral and written (dictated) calculation was assessed and operations differed not only in terms of the type of number processing requirements but also in terms of their visuospatial demand. The aim was to disentangle errors due to visuospatial processing failure from those deriving from incorrect knowledge of calculation procedures. Results showed that all children had relatively good knowledge of numerical facts and there was no statistical difference between the groups. No group difference was found in the overall performance in oral calculation, but a significant difference was present when the children were required to complete the operations in writing, with the VLD group achieving poorer performance than the controls. Furthermore, VLD children had greater difficulties when operations required borrowing or carrying; this was particularly problematic in subtractions. The results indicate that VLD children do not have a generalised problem with calculation per se or number manipulation in general. Rather their problems concern dealing with some processes that govern calculation especially those loading on visuospatial abilities.
将18名患有视觉空间学习障碍（VLD）的儿童与正常对照组儿童在一系列数字和计算任务上进行了比较。对口头和书面（听写）计算进行了评估，这些运算不仅在数字处理要求的类型方面存在差异，而且在视觉空间需求方面也有所不同。目的是将因视觉空间处理失败导致的错误与因计算程序知识不正确而产生的错误区分开来。结果表明，所有儿童对数字事实都有相对较好的了解，两组之间没有统计学差异。在口算的整体表现上未发现组间差异，但当要求儿童进行书面运算时，存在显著差异，VLD组的表现比对照组差。此外，当运算需要借位或进位时，VLD儿童有更大的困难；这在减法运算中尤其成问题。结果表明，VLD儿童本身在计算或一般数字操作方面没有普遍问题。相反，他们的问题在于处理一些支配计算的过程，尤其是那些依赖视觉空间能力的过程。
