English Lianne H, Barnes Marcia A, Taylor Heather B, Landry Susan H
Department of Psychology, University of Guelph, Ontario, Canada.
Dev Disabil Res Rev. 2009;15(1):28-34. doi: 10.1002/ddrr.48.
Spina bifida (SB) is a neural tube defect diagnosed before or at birth that is associated with a high incidence of math disability often without co-occurring difficulties in reading. SB provides an interesting population within which to examine the development of mathematical abilities and disability across the lifespan and in relation to the deficits in visual-spatial processing that are also associated with the disorder. An overview of math and its cognitive correlates in preschoolers, school-age children and adults with SB is presented including the findings from a longitudinal study linking early executive functions in infancy to the development of later preschool and school age math skills. These findings are discussed in relation to socio-historical perspectives on math education and implications for intervention and directions for further research are presented.
脊柱裂（SB）是一种在出生前或出生时被诊断出的神经管缺陷，它与数学障碍的高发病率相关，且往往不存在同时出现的阅读困难。脊柱裂提供了一个有趣的研究群体，可用于考察数学能力在整个生命周期中的发展以及数学障碍情况，还能研究与该疾病相关的视觉空间处理缺陷。本文概述了患有脊柱裂的学龄前儿童、学龄儿童和成年人的数学能力及其认知关联，包括一项纵向研究的结果，该研究将婴儿期的早期执行功能与后期学龄前和学龄期数学技能的发展联系起来。本文结合数学教育的社会历史观点对这些发现进行了讨论，并提出了干预措施的意义以及进一步研究的方向。
