一系列数字：减负在算术学习中起作用吗？
A hand full of numbers: a role for offloading in arithmetics learning?
作者信息
Costa Annelise Júlio, Silva Júlia Beatriz Lopes, Chagas Pedro Pinheiro, Krinzinger Helga, Lonneman Jan, Willmes Klaus, Wood Guilherme, Haase Vitor Geraldi
机构信息
Developmental Neuropsychology Laboratory, Department of Psychology, Universidade Federal de Minas Gerais, Belo Horizonte Minas Gerais, Brazil.
出版信息
Front Psychol. 2011 Dec 12;2:368. doi: 10.3389/fpsyg.2011.00368. eCollection 2011.
Abstract
Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.
摘要
掰手指计数与儿童的算术学习有关。我们对年龄在8至11岁之间有（n = 14）和无（n = 84）数学学习困难的儿童进行了检查。发现手指识别缺陷与数学困难有关。手指识别对于解决需要对1到10范围内的小数量进行主动操作的文字问题的表现尤为重要。此外，手指识别缺陷不能归因于工作记忆容量的不足，而是由于一种特殊的无能，即无法用手指短暂地表示数量、标记要计数的对象以及减轻解决算术问题所需的认知负荷。由于手指识别与符号数量处理的关系比与非符号数量处理的关系更大，因此与手指相关的数量表示似乎是学习模拟量到离散符号量映射的重要环节。
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