学习障碍儿童的视力分类、性别与数学焦虑：关于体积守恒的行为观察

Eye classification, sex, and math anxiety in learning disabled children: behavioral observations on conservation of volume.

作者信息

Robinson S L, Kirkpatrick S W, Bannister C A

出版信息

Percept Mot Skills. 1985 Dec;61(3 Pt 2):1311-21. doi: 10.2466/pms.1985.61.3f.1311.

DOI:10.2466/pms.1985.61.3f.1311

Abstract

Benbow and Benbow suggest that myopia and maleness are advantages in mathematical giftedness; however, the influence of these biological correlates on learning disabilities is not yet as clearly defined. 29 learning disabled children (aged 7-13 yr; eye class diagnosed) performed two Piagetian tasks on conservation of volume, one using numbered blocks to rebuild an original house whose "rooms" were cued by an illogically ordered system, and one using plain blocks to recreate an unnumbered house. A modification of the Preschool Observation Scale of Anxiety was used to observe frequencies of overt physiological behavioral indicators of anxiousness during task performances. No significance was noted by eye class; however, a significant interaction of sex by task did occur. Means differed by sex significantly on the numbered tasks. Implications are discussed in terms of certainty times versus correctness and facilitative versus debilitative anxiety.

摘要

本博和本博认为近视和男性特征在数学天赋方面具有优势；然而，这些生物学相关因素对学习障碍的影响尚未得到明确界定。29名学习障碍儿童（年龄在7至13岁；已诊断眼级）进行了两项关于体积守恒的皮亚杰任务，一项使用编号积木重建一座原始房屋，其“房间”由一个不合逻辑的排序系统提示，另一项使用普通积木重建一座无编号的房屋。采用经过修改的学前焦虑观察量表来观察任务执行过程中焦虑的明显生理行为指标的出现频率。未发现眼级有显著差异；然而，性别与任务之间确实存在显著的交互作用。在编号任务中，性别均值存在显著差异。从确定性次数与正确性以及促进性焦虑与削弱性焦虑的角度对研究结果进行了讨论。