Geary D C
Department of Psychology, University of Missouri, Columbia 65211.
J Exp Child Psychol. 1990 Jun;49(3):363-83. doi: 10.1016/0022-0965(90)90065-g.
This study was designed to assess strategy choice and information-processing differences in normal and mathematically disabled first and second grade children. Twenty-three normal and 29 learning disabled (LD) children solved 40 computer-presented simple addition problems. Strategies, and their associated solution times, used in problem solving were recorded on a trial-by-trial basis and each was classified in accordance with the distributions of associations model of strategy choices. Based on performance in a remedial education course, as indexed by achievement test scores, the LD sample was reclassified into a LD-improved group and an LD-no-change group. No substantive differences comparing the normal and LD-improved groups occurred in the distribution of strategy choices, strategy characteristics (e.g., error rates), or rate of information processing. The performance characteristics of the LD-no-change group, as compared to the two remaining groups, included frequent counting and memory retrieval errors, frequent use of an immature computational strategy, poor strategy choices, and a variable rate of information processing. These performance characteristics were discussed in terms of the strategy choice model and in terms of potential long-term memory and working memory capacity deficits. In addition, implications for remedial education in mathematics were discussed.
本研究旨在评估正常及数学学习障碍的一、二年级儿童在策略选择和信息处理方面的差异。23名正常儿童和29名学习障碍（LD）儿童解决了40道计算机呈现的简单加法问题。解决问题时所使用的策略及其相关的解题时间，在每次试验的基础上进行记录，并根据策略选择的关联分布模型对每个策略进行分类。根据补救教育课程中的表现（以成绩测试分数为指标），将学习障碍样本重新划分为学习障碍改善组和学习障碍无变化组。在策略选择的分布、策略特征（如错误率）或信息处理速度方面，正常组和学习障碍改善组之间没有实质性差异。与其余两组相比，学习障碍无变化组的表现特征包括频繁的计数和记忆检索错误、频繁使用不成熟的计算策略、糟糕的策略选择以及信息处理速度不稳定。这些表现特征从策略选择模型以及潜在的长期记忆和工作记忆容量缺陷方面进行了讨论。此外，还讨论了对数学补救教育的启示。
