Florida State University, Tallahassee, FL 32308, USA.
J Learn Disabil. 2012 May-Jun;45(3):278-87. doi: 10.1177/0022219410392049. Epub 2011 May 12.
This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. Implications for the assessment of math LD in the college populations are discussed.
本研究考察了学习障碍（LD）大学生样本中认知能力与数学成绩之间的关系。认知能力包括 Cattell-Horn-Carroll（CHC）理论认知能力的第二层次确定的七个领域，以及工作记忆的第八个领域。数学表现通过数学计算和数学推理任务进行评估。工具包括 Woodcock-Johnson III 认知能力测验和成就测验。参与者是 158 名被诊断为数学 LD 的大学生。多元回归分析发现，加工速度和工作记忆与数学计算成绩相关，理解-知识、流体推理和工作记忆与数学推理成绩相关。讨论了在大学生群体中评估数学 LD 的意义。
