Fazio B B
Speech and Hearing Sciences, Indiana University, Bloomington 47405, USA.
J Speech Hear Res. 1996 Aug;39(4):839-49. doi: 10.1044/jshr.3904.839.
A 2-year follow-up of the mathematical abilities of young children with specific language impairment (SLI) is reported. To detect the nature of the difficulties children with SLI exhibited in mathematics, the first- and second-grade children's performance was compared to mental age and language age comparison groups of typically developing children on a series of tasks that examined conceptual, procedural, and declarative knowledge of mathematics. Despite displaying knowledge of many conceptual aspects of mathematics such as counting plates of cookies to decide which plate had "more," children with SLI displayed marked difficulty with declarative mathematical knowledge that required an immediate response such as rote counting to fifty, counting by 10's, reciting numerals backwards from 20, and addition facts such as 2 + 2 =?. Moreover, children with SLI performed similarly to their cognitive peers on mathematical tasks that allowed children to use actual objects to count and on math problems that did not require them to exceed the sequence of numbers that they knew well. These findings offer further evidence that storage and/or retrieval of rote sequential material is particularly cumbersome for children with SLI.
本文报告了对患有特定语言障碍（SLI）的幼儿数学能力的两年随访结果。为了探究患有SLI的儿童在数学方面所表现出的困难的本质，将一年级和二年级儿童在一系列考察数学概念性、程序性和陈述性知识的任务中的表现，与发育正常儿童的心理年龄和语言年龄对照组进行了比较。尽管患有SLI的儿童表现出对许多数学概念方面的知识，比如通过数饼干盘来判断哪个盘子里的饼干“更多”，但他们在需要即时反应的陈述性数学知识方面表现出明显困难，如机械地数到五十、以十为单位计数、从二十开始倒着背数字，以及诸如2 + 2 =？这样的加法运算。此外，在允许儿童使用实际物体进行计数的数学任务以及不要求他们超出熟悉数字序列的数学问题上，患有SLI的儿童的表现与认知能力相当的同龄人相似。这些发现进一步证明，对于患有SLI的儿童来说，机械顺序材料的存储和/或提取特别困难。
