1 Université Laval, Faculté de médecine, Québec, Canada.
2 Centre de Recherche de l'Institut Universitaire en Santé Mentale de Québec, Canada.
J Learn Disabil. 2017 Nov/Dec;50(6):672-683. doi: 10.1177/0022219416640783. Epub 2016 Mar 25.
Numbers may be manipulated and represented mentally over a compressible number line oriented from left to right. According to numerous studies, one of the primary reasons for dyscalculia is related to improper understanding of the mental number line. Children with dyscalculia usually show difficulty when they have to place Arabic numbers on a physical number line. However, it remains unclear whether they have a deficit with the mental number line per se or a deficit with accessing it from nonsymbolic and/or symbolic numbers. Quebec French-speaking 8- to 9-year-old children with (24) and without (37) dyscalculia were assessed with transcoding tasks ( number-to-position and position-to-number) designed to assess the acuity of the mental number line with Arabic and spoken numbers as well as with analogic numerosities. Results showed that children with dyscalculia produced a larger percentage absolute error than children without mathematics difficulties in every task except the number-to-position transcoding task with analogic numerosities. Hence, these results suggested that children with dyscalculia do not have a general deficit of the mental number line but rather a deficit with accessing it from symbolic numbers.
数字可以在一个从左到右压缩的数线方向上进行心理操作和表示。根据大量研究，计算障碍的主要原因之一与对心理数线的不正确理解有关。计算障碍儿童通常在必须将阿拉伯数字放置在物理数线上时会遇到困难。然而，目前尚不清楚他们是对数线本身有缺陷，还是无法从非符号和/或符号数字中获取数线。使用旨在评估阿拉伯数字和口语数字以及模拟数量的心理数线锐度的转换任务（数字到位置和位置到数字）评估了有（24 名）和没有（37 名）计算障碍的 8 至 9 岁讲法语的魁北克儿童。结果表明，在每个任务中，除了使用模拟数量的数字到位置转换任务外，计算障碍儿童的绝对误差百分比都大于无数学困难的儿童。因此，这些结果表明，计算障碍儿童不是对数线有一般缺陷，而是从符号数字获取数线的能力有缺陷。
