Kohn Juliane, Rauscher Larissa, Kucian Karin, Käser Tanja, Wyschkon Anne, Esser Günter, von Aster Michael
Department of Psychology, University of Potsdam, Potsdam, Germany.
Academy of Psychotherapy and Intervention Research, University of Potsdam, Potsdam, Germany.
Front Psychol. 2020 Jul 15;11:1115. doi: 10.3389/fpsyg.2020.01115. eCollection 2020.
This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.
本研究对一种针对发育性计算障碍儿童的计算机学习程序进行了评估，并着重关注影响个体反应性的因素。自适应训练程序Calcularis 2.0是根据当前数字认知的神经认知理论开发的。它旨在使数字表征自动化，支持心理数字线的形成和访问，并在不断扩大的数字范围内训练算术运算以及算术事实知识。67名二至五年级的发育性计算障碍儿童（平均年龄8.96岁）被随机分配到两组之一（Calcularis组、等待对照组）。训练持续时间包括在最长13周内至少进行42次每次20分钟的训练课程。与等待对照组相比，Calcularis组的儿童在算术运算和数字线估计方面表现出更大的受益。这些改善在训练后3个月的间隔期后被证明是稳定的。此外，本研究考察了哪些预测因素能够解释训练带来的进步。结果表明，这种自主训练对数学焦虑得分低且没有额外阅读和/或拼写障碍的儿童特别有益。总之，Calcularis 2.0支持发育性计算障碍儿童提高他们的算术能力和心理数字线表征。然而，根据个体情况进一步调整训练设置是很有必要的。
