Rosenberg P B
Behavioral Neurology Department, Eunice Kennedy Shriver Center, Waltham, MA.
Ann Neurol. 1989 Aug;26(2):216-20. doi: 10.1002/ana.410260206.
From the patient population of a learning disorders clinic, a group of 72 "relative math underachievers" was selected for achievement test performance below grade level on mathematics but at or above grade level on reading, with a difference of at least 1.5 standard deviation between the two. A comparison group of 30 "relative reading underachievers" met the converse criteria. Neurological examination showed mixed laterality preference (right hand and foot but left eye) to be more prevalent among the math underachievers. The two groups were closely comparable on Wechsler intelligence quotient scores, although the "freedom from distractibility quotient" tended to be lower for the match group. The latter group also showed a lower mean achievement quotient on the Bender Visuomotor Gestalt Test. On a standard questionnaire derived from DSM-III criteria for attention deficit disorder, the math group showed higher scores for inattention, but not for hyperactivity, impulsivity, or poor peer relations. Both perceptual-motor and attentional deficits appear to characterize children who are specifically learning disabled for math.
从一个学习障碍诊所的患者群体中，挑选出一组72名“相对数学成绩差的学生”，他们的数学成绩低于年级水平，但阅读成绩达到或高于年级水平，两者之间的差异至少为1.5个标准差。另一组30名“相对阅读成绩差的学生”作为对照组，符合相反的标准。神经学检查显示，混合性偏侧优势（右手和右脚但左眼）在数学成绩差的学生中更为普遍。两组在韦氏智商得分上具有可比性，不过数学组的“抗干扰商数”往往较低。在本德尔视觉运动完形测验中，该组的平均成就商数也较低。在一份根据《精神疾病诊断与统计手册》第三版注意力缺陷障碍标准制定的标准问卷上，数学组在注意力不集中方面得分较高，但在多动、冲动或同伴关系不良方面得分不高。感知运动和注意力缺陷似乎是数学学习障碍儿童的特征。
