Huijsmans Marije D E, Kleemans Tijs, Kroesbergen Evelyn H
Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.
Front Psychol. 2021 Feb 24;12:552458. doi: 10.3389/fpsyg.2021.552458. eCollection 2021.
The goal of the present study was to investigate whether children's cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism in children with mathematical learning difficulties ( = 36): Children with weak number sense, but strong rapid naming performed slightly better on mathematics compared to peers with weak rapid naming. In contrast, a compensatory mechanism was not identified for children with a comorbid mathematical and reading difficulty ( = 16). One explanation for the latter finding could relate to the lack of ability to compensate, because of the difficulties these children experience in both academic domains. These findings lead to a new direction in research on learning difficulties in mathematics and/or reading by suggesting that children with a learning disability each have a unique profile of interrelated cognitive strengths and weaknesses. Children might compensate with these strengths for their weaknesses, which could lead to (small) learning gains in the affected domain.
本研究的目的是调查儿童的认知优势是否能够弥补与其特定学习困难相关的伴随劣势。对281名四年级儿童进行的贝叶斯多组中介结构方程模型分析，在有数学学习困难的儿童（n = 36）中确定了一种认知补偿机制：数字感较弱但快速命名能力较强的儿童在数学方面的表现略优于快速命名能力较弱的同龄人。相比之下，未在患有数学和阅读共病困难的儿童（n = 16）中发现补偿机制。后一项发现的一种解释可能与补偿能力的缺乏有关，因为这些儿童在两个学术领域都存在困难。这些发现为数学和/或阅读学习困难的研究带来了一个新方向，表明有学习障碍的儿童各自具有独特的相互关联的认知优势和劣势组合。儿童可能会用这些优势来弥补他们的劣势，这可能会在受影响的领域带来（微小的）学习进步。
