数学学习障碍与注意力缺陷和/或多动障碍：一项关于算术问题解决中涉及的认知过程的研究。
Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving.
作者信息
Iglesias-Sarmiento Valentín, Deaño Manuel, Alfonso Sonia, Conde Ángeles
机构信息
Department of Evolutionary Psychology, University of Vigo, Campus As Lagoas, 32004, Ourense, Spain.
Department of Evolutionary Psychology, University of Vigo, Campus As Lagoas, 32004, Ourense, Spain.
出版信息
Res Dev Disabil. 2017 Feb;61:44-54. doi: 10.1016/j.ridd.2016.12.012. Epub 2016 Dec 30.
BACKGROUND
The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD).
METHODS
The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated.
RESULTS
The ADHD group's performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample.
CONCLUSIONS
Children with ADHD and with MLD showed characteristic cognitive profiles. Groups' problem-solving performance can be predicted from their cognitive functioning.
背景
本研究旨在探讨认知功能对算术问题解决的贡献，并探索注意力缺陷和/或多动障碍（ADHD）儿童及数学学习障碍（MLD）儿童的认知特征。
方法
样本由90名四、五、六年级学生组成，分为三组：ADHD组（n = 30）、MLD组（n = 30）和正常对照组（TA；n = 30）。评估分两个阶段进行，对PASS过程和算术问题解决能力进行评估。
结果
ADHD组在计划和注意力方面的表现比对照组差。MLD儿童在计划以及同时性和继时性加工方面的成绩比对照组差。执行过程可预测ADHD组的算术问题解决能力，而同时性加工是MLD样本中唯一的预测因素。
结论
ADHD儿童和MLD儿童表现出特征性的认知特征。可根据其认知功能预测各组的问题解决表现。
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