De Visscher Alice, Szmalec Arnaud, Van Der Linden Lize, Noël Marie-Pascale
Centre de Neurosciences Cognition et Système, Institut de Recherche en Sciences Psychologiques, Université Catholique de Louvain, Belgium; Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Belgium.
Centre de Neurosciences Cognition et Système, Institut de Recherche en Sciences Psychologiques, Université Catholique de Louvain, Belgium.
Cognition. 2015 Nov;144:38-48. doi: 10.1016/j.cognition.2015.07.007. Epub 2015 Jul 25.
In the context of heterogeneity, the different profiles of dyscalculia are still hypothetical. This study aims to link features of mathematical difficulties to certain potential etiologies. First, we wanted to test the hypothesis of a serial-order learning deficit in adults with dyscalculia. For this purpose we used a Hebb repetition learning task. Second, we wanted to explore a recent hypothesis according to which hypersensitivity-to-interference hampers the storage of arithmetic facts and leads to a particular profile of dyscalculia. We therefore used interfering and non-interfering repeated sequences in the Hebb paradigm. A final test was used to assess the memory trace of the non-interfering sequence and the capacity to manipulate it. In line with our predictions, we observed that people with dyscalculia who show good conceptual knowledge in mathematics but impaired arithmetic fluency suffer from increased sensitivity-to-interference compared to controls. Secondly, people with dyscalculia who show a deficit in a global mathematical test suffer from a serial-order learning deficit characterized by a slow learning and a quick degradation of the memory trace of the repeated sequence. A serial-order learning impairment could be one of the explanations for a basic numerical deficit, since it is necessary for the number-word sequence acquisition. Among the different profiles of dyscalculia, this study provides new evidence and refinement for two particular profiles.
在异质性背景下，计算障碍的不同表现仍属假设。本研究旨在将数学困难的特征与某些潜在病因联系起来。首先，我们想检验成年计算障碍患者存在序列学习缺陷这一假设。为此，我们使用了赫布重复学习任务。其次，我们想探究一个近期的假设，即对干扰的超敏反应会阻碍算术事实的存储，并导致一种特定的计算障碍表现。因此，我们在赫布范式中使用了干扰性和非干扰性重复序列。最后一项测试用于评估非干扰序列的记忆痕迹以及对其进行操作的能力。与我们的预测一致，我们观察到，在数学概念知识良好但算术流畅性受损的计算障碍患者中，与对照组相比，他们对干扰的敏感性增加。其次，在整体数学测试中表现出缺陷的计算障碍患者存在序列学习缺陷，其特征为学习缓慢且重复序列的记忆痕迹快速衰退。序列学习障碍可能是基本数字缺陷的一种解释，因为它对于数字词序列的习得是必要的。在计算障碍的不同表现中，本研究为两种特定表现提供了新的证据和细化内容。
