de Chambrier Anne-Françoise, Zesiger Pascal
Special Needs Education Unit, University of Teacher Education in the State of Vaud, Av. de Cour 33, Lausanne 1014, Switzerland.
Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard du Pont-d'Arve 40, 1211 Genève 4, Switzerland.
Acta Psychol (Amst). 2018 Oct;190:95-102. doi: 10.1016/j.actpsy.2018.07.007. Epub 2018 Jul 23.
Although a fact retrieval deficit is widely considered to be the hallmark of children with mathematical learning disabilities (MLD), recent studies suggest that even adults use procedural strategies to solve small additions, except for ties that are unanimously considered to be solved by retrieval. Our study, based on how MLD children process ties and non-ties compared to typically developing (TD) children, sheds new light on their retrieval and procedural difficulties. Our results show that, by the end of the second grade, MLD children do not differ in their ability to solve the tie problems that are certainly solved by retrieval, but they do struggle with both small and large non-ties. These findings emphasize the extend of the difficulties that MLD children exhibit in procedural strategies relatively to retrieval ones.
尽管事实检索缺陷被广泛认为是数学学习障碍（MLD）儿童的标志，但最近的研究表明，即使是成年人在解决简单加法时也会使用程序性策略，只有那些被一致认为通过检索解决的平局情况除外。我们的研究基于MLD儿童与发育正常（TD）儿童相比如何处理平局和非平局情况，为他们在检索和程序性方面的困难提供了新的线索。我们的结果表明，到二年级末，MLD儿童在解决肯定通过检索解决的平局问题的能力上没有差异，但他们在处理小数字和大数字的非平局问题时都存在困难。这些发现强调了MLD儿童在程序性策略方面相对于检索策略所表现出的困难程度。
