Centre for Parenting, Child Welfare & Disabilities, Katholieke Universiteit, Leuven, 3000 Leuven, Belgium.
J Exp Child Psychol. 2011 Feb;108(2):278-92. doi: 10.1016/j.jecp.2010.09.003. Epub 2010 Oct 25.
This study examined numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively. In total, 20 children with MLD, 21 children with LA, and 41 regular achievers completed a numerical magnitude comparison task and an approximate addition task, which were presented in a symbolic and a nonsymbolic (dot arrays) format. Children with MLD and LA were impaired on tasks that involved the access of numerical magnitude information from symbolic representations, with the LA children showing a less severe performance pattern than children with MLD. They showed no deficits in accessing magnitude from underlying nonsymbolic magnitude representations. Our findings indicate that this performance pattern occurs in children from first grade onward and generalizes beyond numerical magnitude comparison tasks. These findings shed light on the types of intervention that may help children who struggle with learning mathematics.
本研究考察了严重和轻度数学困难的一年级学生、数学学习障碍（MLD）儿童和数学成绩低（LA）儿童在数值大小处理方面的情况。共有 20 名 MLD 儿童、21 名 LA 儿童和 41 名成绩正常的儿童完成了数值大小比较任务和近似加法任务，这些任务分别以符号和非符号（点数组）形式呈现。在涉及从符号表示中获取数值大小信息的任务中，MLD 和 LA 儿童的表现受损，而 LA 儿童的表现模式比 MLD 儿童的表现模式不那么严重。他们在从基础非符号大小表示中获取大小方面没有缺陷。我们的发现表明，这种表现模式在一年级及以上的儿童中出现，并扩展到数值大小比较任务之外。这些发现为可能有助于学习数学困难的儿童的干预类型提供了线索。
