Cognition and Development Department, Louvain School of Psychology, Catholic University of Louvain, B-1348 Louvain-la-Neuve, Belgium.
Cognition. 2010 Apr;115(1):10-25. doi: 10.1016/j.cognition.2009.10.006. Epub 2010 Feb 10.
Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focused on general cognitive functions, the present paper aims to further investigate the hypothesis of a specific numerical deficit in dyscalculia. The performance of 10- and 11-year-old children with DD characterised by a weakness in arithmetic facts retrieval and age-matched control children was compared on various number comparison tasks. Participants were asked to compare a quantity presented in either a symbolic (Arabic numerals, number words, canonical dots patterns) or a nonsymbolic format (noncanonical dots patterns, and random sticks patterns) to the reference quantity 5. DD children showed a greater numerical distance effect than control children, irrespective of the number format. This favours a deficit in the specialised cognitive system underlying the processing of number magnitude in children with DD. Results are discussed in terms of access and representation deficit hypotheses.
发展性计算障碍（DD）是一种普遍存在的困难，影响数字处理和算术。它在大约 6%的学龄儿童中出现。虽然以前的研究主要集中在一般认知功能上，但本文旨在进一步探讨 DD 中存在特定数字缺陷的假设。对表现出算术事实检索薄弱的 10 岁和 11 岁 DD 儿童和年龄匹配的对照组儿童进行了各种数字比较任务的比较。要求参与者将以符号形式呈现的数量（阿拉伯数字、数字单词、规范点模式）或非符号形式（非规范点模式和随机棒模式）与参考数量 5 进行比较。无论数字格式如何，DD 儿童的数字距离效应都大于对照组儿童。这支持了 DD 儿童在处理数量大小的专门认知系统中存在缺陷的假设。结果根据访问和表示缺陷假设进行了讨论。
