Rousselle Laurence, Noël Marie-Pascale
Unité Cognition et Développement (CODE), Catholic University of Louvain, 10 place C. Mercier, 1348 Louvain-la-Neuve, Belgium.
Cognition. 2007 Mar;102(3):361-95. doi: 10.1016/j.cognition.2006.01.005. Epub 2006 Feb 20.
Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing collections (i.e., non-symbolic number magnitude). Moreover, they automatically processed number magnitude when comparing the physical size of Arabic digits in an Stroop paradigm adapted for processing speed differences. Finally, no evidence was found for differential patterns of performance between MD and MD/RD children in these tasks. These findings suggest that children with mathematics learning disabilities have difficulty in accessing number magnitude from symbols rather than in processing numerosity per se.
45名有或没有合并阅读障碍的数学学习障碍儿童与45名正常发育的同龄人在评估基本数字技能的任务中进行了比较。数学障碍儿童仅在比较阿拉伯数字（即符号数字大小）时受损，而在比较集合（即非符号数字大小）时未受损。此外，在适应处理速度差异的斯特鲁普范式中，他们在比较阿拉伯数字的物理大小时会自动处理数字大小。最后，在这些任务中未发现数学障碍儿童与数学/阅读障碍儿童之间存在不同的表现模式。这些发现表明，数学学习障碍儿童在从符号中获取数字大小方面存在困难，而不是在处理数字本身方面。
