Mazzocco M M
Department of Population and Family Health Sciences, Johns Hopkins School of Public Health, Baltimore, MD, USA.
J Learn Disabil. 2001 Nov-Dec;34(6):520-33. doi: 10.1177/002221940103400605.
The present study examined whether indicators of math learning disability are observed in 5- and 6-year-olds with neurofibromatosis type 1 (NF1) and in 5- to 6-year-old girls with Turner syndrome or fragile X syndrome. Data from 14 girls with Turner syndrome, 9 girls with fragile X syndrome, and 11 children with NF1 were compared to data from control participants matched on age, sex, IQ score, and grade level. The results indicate that girls with fragile X syndrome or Turner syndrome are significantly more likely to have specific math difficulties relative to their control group, with a larger effect size demonstrated by the group with Turner syndrome. Young children with NF1 had a heterogeneous profile not suggestive of specific math disability. The results are discussed in terms of their implications for understanding math disability subtypes and the identification of math difficulty in the early school years.
本研究调查了1型神经纤维瘤病（NF1）的5岁和6岁儿童以及患有特纳综合征或脆性X综合征的5至6岁女孩中是否存在数学学习障碍指标。将14名特纳综合征女孩、9名脆性X综合征女孩和11名NF1儿童的数据与年龄、性别、智商得分和年级水平相匹配的对照组参与者的数据进行了比较。结果表明，与对照组相比，患有脆性X综合征或特纳综合征的女孩出现特定数学困难的可能性显著更高，其中特纳综合征组的效应量更大。患有NF1的幼儿表现出的情况各异，未显示出特定的数学障碍。将根据这些结果对理解数学障碍亚型以及在小学早期识别数学困难的意义进行讨论。
