Keeler M L, Swanson H L
University of California, Riverside 92521, USA.
J Learn Disabil. 2001 Sep-Oct;34(5):418-34. doi: 10.1177/002221940103400504.
This study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in children with and without mathematical disabilities (MD). Experiment 1 examined the relationship between strategy knowledge, verbal WM, and visual-spatial WM in children with MD as a function of initial, gain, and maintenance conditions. The results showed that after partialing the influence of reading, stable strategy choices rather than specific strategy knowledge was related to verbal and visual-spatial WM span in high demand (maintenance) conditions. Experiment 2 compared children with MD to a group of chronological age-matched children and a group of math ability-matched children on the same conditions as Experiment 1. Age-matched children's verbal and visual-spatial WM performance was superior to that of children with MD, whereas WM performance was statistically comparable between children with MD and younger children matched on math ability. The selection of expert strategies was related to high WM span scores in the initial conditions. After controlling for reading achievement in a regression analysis, verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed independent variance to math achievement. Overall, these results suggest that WM and math achievement are related to strategy knowledge.
本研究调查了有和没有数学障碍（MD）的儿童的工作记忆（WM）、陈述性策略知识与数学成绩之间的关系。实验1考察了MD儿童的策略知识、言语WM和视觉空间WM之间的关系，作为初始、增益和维持条件的函数。结果表明，在排除阅读影响后，在高要求（维持）条件下，稳定的策略选择而非特定的策略知识与言语和视觉空间WM广度相关。实验2在与实验1相同的条件下，将MD儿童与一组年龄匹配的儿童以及一组数学能力匹配的儿童进行比较。年龄匹配儿童的言语和视觉空间WM表现优于MD儿童，而MD儿童与数学能力匹配的年幼儿童之间的WM表现在统计学上具有可比性。在初始条件下，专家策略的选择与高WM广度分数相关。在回归分析中控制阅读成绩后，言语和视觉空间WM、稳定的言语策略选择以及与视觉空间处理相关的专家策略选择都对数学成绩有独立的方差贡献。总体而言，这些结果表明WM和数学成绩与策略知识有关。
