Graduate School of Education, University of California, Riverside, CA 92521, USA.
Child Neuropsychol. 2012;18(2):125-43. doi: 10.1080/09297049.2011.589377. Epub 2011 Oct 3.
Adolescents (ages 14-17) with math disabilities (MD, n=12), reading disabilities (RD, n=19), math+reading disabilities (MD+RD, n=12), and average achievers (n=15) were compared on measures of visual-spatial processing, random generation (inhibition), writing speed, short-term memory (STM), and working memory (WM). Adolescents with MD performed significantly lower than adolescents with RD on measures of visual-spatial processing and visual WM. Adolescents with MD outperformed adolescents with RD +MD on measures of random generation and motor speed. Performance of all three low-achieving groups was inferior to average achievers on measures of random generation, motor speed, and verbal WM. The results were interpreted within a multicomponent model that attributed deficits related to MD in adolescents to deficits related the visual-spatial sketchpad of WM.
比较了 14-17 岁的有数学障碍（MD，n=12）、阅读障碍（RD，n=19）、数学+阅读障碍（MD+RD，n=12）和平均水平（n=15）的青少年在视觉空间处理、随机生成（抑制）、书写速度、短期记忆（STM）和工作记忆（WM）方面的能力。MD 青少年在视觉空间处理和视觉 WM 方面的表现明显低于 RD 青少年。MD 青少年在随机生成和运动速度方面的表现优于 RD+MD 青少年。所有三个成绩较低的群体在随机生成、运动速度和言语 WM 方面的表现均逊于平均水平。结果在一个多成分模型中进行了解释，该模型将与 MD 相关的青少年缺陷归因于 WM 的视觉空间草图的缺陷。
