Yang Xiujie, Meng Xiangzhi
School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China; The PKU-PolyU Center for Child Development and Learning, Peking University, Beijing, 100871, China.
School of Psychological and Cognitive Sciences, Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, 100871, China; The PKU-PolyU Center for Child Development and Learning, Peking University, Beijing, 100871, China.
Res Dev Disabil. 2016 Sep;56:139-52. doi: 10.1016/j.ridd.2016.05.018.
Previous research has suggested that number sense and language are involved in number representation and calculation, in which number sense supports approximate arithmetic, and language permits exact enumeration and calculation. Meanwhile, individuals with dyslexia have a core deficit in phonological processing. Based on these findings, we thus hypothesized that children with dyslexia may exhibit exact calculation impairment while doing mental arithmetic. The reaction time and accuracy while doing exact and approximate addition with symbolic Arabic digits and non-symbolic visual arrays of dots were compared between typically developing children and children with dyslexia. Reaction time analyses did not reveal any differences across two groups of children, the accuracies, interestingly, revealed a distinction of approximation and exact addition across two groups of children. Specifically, two groups of children had no differences in approximation. Children with dyslexia, however, had significantly lower accuracy in exact addition in both symbolic and non-symbolic tasks than that of typically developing children. Moreover, linguistic performances were selectively associated with exact calculation across individuals. These results suggested that children with dyslexia have a mental arithmetic deficit specifically in the realm of exact calculation, while their approximation ability is relatively intact.
先前的研究表明，数感和语言参与数字表征与计算，其中数感支持近似算术，而语言则允许精确计数和计算。同时，诵读困难症患者在语音处理方面存在核心缺陷。基于这些发现，我们因此推测，诵读困难症儿童在进行心算时可能会出现精确计算障碍。我们比较了正常发育儿童和诵读困难症儿童在使用阿拉伯数字符号和点状非符号视觉阵列进行精确加法和近似加法时的反应时间和准确性。反应时间分析未发现两组儿童之间存在任何差异，有趣的是，准确性方面揭示了两组儿童在近似加法和精确加法上的差异。具体而言，两组儿童在近似加法上没有差异。然而，诵读困难症儿童在符号和非符号任务的精确加法中的准确性显著低于正常发育儿童。此外，语言表现与个体的精确计算存在选择性关联。这些结果表明，诵读困难症儿童在心算方面存在缺陷，特别是在精确计算领域，而他们的近似能力相对完好。
