Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción, Chile; Centro de Investigación en Educación y Desarrollo, CIEDE-UCSC, Concepción, Chile.
Department of Developmental Psychology and Education, University of La Laguna, Tenerife, Spain.
Res Dev Disabil. 2017 Dec;71:130-142. doi: 10.1016/j.ridd.2017.10.005. Epub 2017 Oct 13.
Many classifications of heterogeneity in mathematical learning disabilities (MLD) have been proposed over the past four decades, however no empirical research has been conducted until recently, and none of the classifications are derived from Triple Code Model (TCM) postulates. The TCM proposes MLD as a heterogeneous disorder, with two distinguishable profiles: a representational subtype and a verbal subtype. A sample of elementary school 3rd to 6th graders was divided into two age cohorts (3rd - 4th grades, and 5th - 6th grades). Using data-driven strategies, based on the cognitive classification variables predicted by the TCM, our sample of children with MLD clustered as expected: a group with representational deficits and a group with number-fact retrieval deficits. In the younger group, a spatial subtype also emerged, while in both cohorts a non-specific cluster was produced whose profile could not be explained by this theoretical approach.
在过去的四十年中，已经提出了许多数学学习障碍 (MLD) 的分类方法，但直到最近才进行了实证研究，而且没有一种分类方法是源自三重代码模型 (TCM) 的假设。TCM 提出 MLD 是一种异质障碍，有两种可区分的类型：表象亚型和言语亚型。一个小学 3 到 6 年级的样本被分为两个年龄组（3 到 4 年级和 5 到 6 年级）。使用基于数据驱动的策略，根据 TCM 预测的认知分类变量，我们的 MLD 儿童样本如预期的那样聚类：一组表现出表象缺陷，另一组表现出数字事实检索缺陷。在年龄较小的组中，还出现了空间亚型，而在两个年龄组中，都产生了一个无法用这种理论方法解释的非特异性聚类。
