数学学习困难初中生的中央执行系统特点

为揭示数学学习困难学生的认知过程加工特点,筛选上海111名初中生（男生46名,女生68名,平均年龄11.97岁）比较数学困难学生（55名）与数学优秀学生（56名）的中央执行系统的表现差异,通过反应停止任务和Flanker任务考察抑制能力以及注意控制能力。结果发现各种抑制和注意控制条件下,数困组学生的正确率低于数优组;在具有干扰的情况的成绩更能有效预测数学成绩;中央执行系统能力在初中总体具有上升发展趋势,数困生的发展具有波动性。因此,数学学习困难在中央执行系统中的缺损主要是对抗干扰的能力不足,而非简单的加工速度。     

工作记忆训练及对数学能力的迁移作用

工作记忆缺陷会影响个体数学能力发展。通过记忆策略、广度、刷新、转换等功能的工作记忆训练,可以改善个体认知功能。然而,工作记忆训练对个体的阅读、数学、流体智力等方面的远迁移效果并不一致。研究表明,工作记忆训练可以改善数感、视觉空间能力、推理能力等数学一般技能;也会通过改善语音工作记忆以及空间能力促进数学计算能力,或者通过改善中央执行系统,提升数学问题表征、模式识别、解题迁移、策略选择等复杂的过程,从而促进数学问题解决能力。因此,区分不同数学任务的认知过程,可以获得工作记忆训练对数学能力迁移效果的进一步证据。今后,神经影像学的证据或许也是未来工作记忆训练对数学能力提高的又一佐证。     

工作记忆训练及对数学能力的迁移作用

工作记忆缺陷会影响个体数学能力发展。通过记忆策略、广度、刷新、转换等功能的工作记忆训练,可以改善个体认知功能。然而,工作记忆训练对个体的阅读、数学、流体智力等方面的远迁移效果并不一致。研究表明,工作记忆训练可以改善数感、视觉空间能力、推理能力等数学一般技能;也会通过改善语音工作记忆以及空间能力促进数学计算能力,或者通过改善中央执行系统,提升数学问题表征、模式识别、解题迁移、策略选择等复杂的过程,从而促进数学问题解决能力。因此,区分不同数学任务的认知过程,可以获得工作记忆训练对数学能力迁移效果的进一步证据。今后,神经影像学的证据或许也是未来工作记忆训练对数学能力提高的又一佐证。     

发展性计算障碍儿童的数认知

发展性计算障碍作为一种特异性学习障碍,影响儿童的数学成就与数学学习观念,因而引起了多学科研究的关注和重视。文章分析了发展性计算障碍领域在数认知方面的已有研究,揭示了发展性计算障碍的数认知缺陷及内部差异,从一般认知加工障碍与数字加工模块障碍两个角度阐述了发展性计算障碍的可能成因,最后对当前研究进行了小结与展望,认为数认知缺陷的复杂关系、亚类型特征、成因之间的相互作用与机制还需进一步研究     

数学领域认知技巧的获得

本文详细讨论了在数学领域中认知技巧获得的过程，其中包括学生的早期数学知识的获得，数学问题解决技巧的获得，指出传统的数学教育存在的两个问题：（１）以正统的符号操作为教育基础，忽略了儿童已有的直观知识；（２）强调将常规的手段－目的分析作为有关的学习工具，加大了学生的认知负荷，针对这些问题介绍了几个通过改进教学方法促进数学认知技巧获得的实践经验，同时分析了认知技巧获得的社会背景，包括合作学习、情景定点学习和学徒学习。     

不同类型数学任务的PASS认知加工发展特点

PASS理论是由Das和Naglieri提出的关于智力理论的一种认知过程理论。研究采用以PASS理论为基础编制而成的认知评估系统（第二版简版,CAS-2B）为研究工具,选取226名二年级、四年级以及七年级的学生,探讨PASS过程在数学计算流畅性,数学问题解决及数学推理等不同数学任务中的作用。研究结果显示：PASS模型各过程在三个年级的不同数学任务上各有侧重。在数学推理任务中,同时性加工对三个年级的数学推理任务预测显著,解释率为15%~17%,注意过程只在二年级对学生的数学推理任务预测;在数学计算流畅性任务中,注意过程随着年级的升高,其预测作用逐渐减退,解释率为5%~24%,计划功能的作用随年级的升高而逐渐突显;在数学问题解决任务中,继时性加工与注意功能对二年级预测显著,四年级时突显了计划和同时性加工的作用。不同复杂性的数学任务具有不同的认知特点,编码加工过程对于较复杂数学任务作用明显;计划与注意过程对简单数学任务作用明显。研究结果为今后不同年级学生开展有针对性的数学学习训练提供了理论基础。     

基于ERP的二语句子加工过程的认知神经机制研究进展及其启示

二语句子加工认知神经机制的研究尚处于验证和探索阶段,基本上还集中于对一语和二语的语义违例与句法违例反应的比较,更缺乏动态的二语句子加工认知神经机制的研究。仅就二语语义加工而言,所得结果充满矛盾,这可能与二语习得年龄有关。就二语句法加工研究而言,二语学习者显示出依赖于二语学习年龄的不同模式。同时,二语的句法加工过程依赖于二语和一语的相似性与相异性。其深层原因可能意味着存在一语和二语之间的句法通达问题。为此,应当系统考察语义通达程度和句法通达程度的系统变化对二语加工加工可能会造成怎样的影响,同时应开展以某种语言（如汉语）的母语者其二语（如英语）句子加工认知神经机制和以前者的二语（如英语）母语者为被试开展以前者的母语（如汉语）为二语的句子加工认知神经机制的比较研究。     

工作记忆训练对认知功能和大脑神经系统的影响

工作记忆训练成为近年来提升个体认知绩效的一种有效方式。工作记忆训练主要是指采用工作记忆广度任务、刷新任务以及各种复杂工作记忆任务在计算机上以循序渐进的方式进行训练。近年来的研究发现, 工作记忆训练能提升工作记忆、流体智力、抑制、注意、阅读和数学等认知功能。神经机制的研究发现：工作记忆训练引起大脑额-顶区域激活减弱, 而皮层下结构包括纹状体和尾状核区域的激活增强; 工作记忆训练减少了大脑灰质的数量, 增强了大脑白质的功能连通性; 工作记忆训练引起尾状核上多巴胺受体的变化。未来的研究需要在研究设计、被试人群、研究手段上进一步确认和扩展工作记忆训练的有效性和内在认知神经机制。     

数学学习困难初中生的N-back任务表现特征

目的：分析数学学习困难初中生与学习优秀初中生的核心认知过程机制差异。方法：采用N-back任务作为测查工作记忆能力的指标,分析初中42名数困生和53名数优生的表现差异。结果：两组学生在0-back任务中无显著差异,在1-back和2-back任务中的差异逐渐增大。回归分析表明2-back和1-back任务对数学成绩有显著影响。结论：1）随着认知负荷增高,数困生和数优生的表现差距增大。数学学习困难的核心认知缺损是工作记忆能力而非简单认知加工过程。2）N-back任务能有效预测数学学习成绩。     

数学学习困难与工作记忆关系研究的现状与前瞻

工作记忆是一种对信息进行暂时加工和贮存的能量有限的记忆系统,在许多复杂的认知活动中起重要作用,工作记忆缺陷是造成数学学习困难的根本原因。数学学习困难儿童都存在视觉空间模板、语音回路以及中央执行器功能等方面的缺陷,工作记忆的各成分对数学困难者的影响不同。今后研究将以整体的、发展的视角,不断改进研究方法,将行为研究和神经加工机制研究相结合。     

Building Links Between Early Socioeconomic Status,Cognitive Ability,and Math and Science Achievement

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in previous research linking SES and STEM achievement in high school. Results indicate that maternal education predicts the child’s early environment, which itself predicts the development of executive function (EF) and language, and thereby, STEM achievement. Moreover, children’s language ability and EF development influenced higher-order cognitive skills, such as relational reasoning, planning, and basic calculation skills. However, only relational reasoning strongly predicted high school math and science achievement, suggesting that relational reasoning, but not planning and calculation skills, was central to STEM thinking and learning.     

3~6岁儿童执行功能子成分发展的研究

执行功能是对目标指向活动进行信息整合和控制调节的一系列认知能力,在学前期发展迅速。研究使用执行功能任务组软件考察了210名3~6岁儿童（6组,组间年龄跨度6个月）执行功能各子成分（工作记忆、抑制控制和认知灵活性）的发展特征。结果表明：（1）随年龄增长,3~6岁儿童执行功能呈上升趋势发展,4岁左右为抑制控制与认知灵活性的高速发展期;（2）执行功能各子成分发展不同步,抑制控制最快,工作记忆最慢;（3）各子成分间呈中度正相关。结论：3~6岁执行功能能力发展迅速,但各子成分的发展进程并不一致;幼儿阶段执行功能测试的年龄分组最好精确到6个月。     

Brief report: Relationship between performance testing and parent report of attention and executive functioning profiles in children following perinatal arterial ischemic stroke

Children with perinatal arterial ischemic stroke (PAIS) have increased rates of attention and executive functioning (EF) weaknesses. Research in other pediatric disorders has documented poor consistency between parent report of these skills and performance-based measures. We compared these data sources in children with PAIS. Forty full-term (≥37 weeks) children ages 3–16 (median = 7.2 years; 58% male) with PAIS completed neuropsychological testing and composite scores were created for seven attention and EF domains (Processing Speed; Attention; Working Memory; Verbal Retrieval; Inhibitory Control; Flexibility/Shifting; Planning). Parents completed “real-world” functioning questionnaires (ADHD Rating Scale-IV, BRIEF). Correlational analysis were used to compare parent and performance measures. Correlations between ADHD Rating Scale-IV scores and the performance-based Attention and Inhibition composite scores were nonsignificant. Significant negative correlations were found between the BRIEF GEC and performance-based Verbal Retrieval and Processing Speed composites, but remaining GEC/composite comparisons were nonsignificant. Analyses between parent report BRIEF index scores and the corresponding performance-based domain identified one significant negative correlation between the BRIEF Working Memory Index and the Working Memory composite score. While children with PAIS demonstrate difficulties in attention and EF on both parent report and performance measures, little significance was found in comparisons of these two types of measures. There may be several explanations for this dissociation: measures assessing different aspects of the same underlying construct; performance-based measures lacking ecological validity; and parents underestimating/underreporting their child’s deficits. Thus, multiple sources of informant and performance data are necessary to make more accurate conclusions about functioning in these domains.     

Attention and executive functioning profiles in children following perinatal arterial ischemic stroke

Perinatal arterial ischemic stroke (PAIS) is a form of childhood stroke; the majority of those affected experience neurologic sequelae, including motor, language and neurocognitive impairments. This study examines the attention and executive functioning (EF) profiles of children following PAIS, as well as the impact of age and sex. In this single-center cross-sectional study, 40 children aged 3 to 16 years (median age 7.2 years; 58% male) who have suffered a PAIS underwent a comprehensive neuropsychological battery to assess attention and EF. Parents completed behavioral questionnaires regarding real-world functioning. Composite scores were calculated for seven attention and EF domains (Attention, Working Memory, Verbal Retrieval, Inhibitory Control, Flexibility/Shifting, Planning/Organization, and Processing Speed). The results for all measured domains of attention and EF are significantly lower in the participants compared to the normative samples (p < .001), with the exception of Working Memory. However, increasing difficulty with Working Memory is associated with developing age. Older age at time of testing is also associated with a higher incidence of clinically-elevated attention deficit hyperactivity disorder (ADHD) symptoms. Sex is not associated with performance measures or parental report of functioning. The participants demonstrate mild-to-moderate attention and EF impairment compared to the normative population. Clinicians, families, and educators should be informed about the neurocognitive sequelae of PAIS and the need for close developmental surveillance in this population to identify vulnerable children and initiate appropriate therapeutic interventions in a timely fashion.     

Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers

Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a dual‐task study with preschoolers with active phonological, visual, spatial, and central executive interference during the completion of a nonsymbolic approximate addition dot task. With regard to the role of WM, we found a clear performance breakdown in the central executive interference condition. Our findings provide insight into the underlying cognitive processes involved in storing and manipulating nonsymbolic approximate numerosities during early arithmetic.     

Approximate number sense,symbolic number processing,or number–space mappings: What underlies mathematics achievement?

In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children’s performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well children compared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities.     

The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables?

It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4 years 1 months, SD 8 months; 75 male) by means of the Behaviour Rating Inventory of Executive Function–Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.     

Executive Functioning, Temporal Discounting, and Sense of Time in Adolescents with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD)

Clinic-referred teens (ages 12–19) with ADHD and ODD (N = 101) were compared to community control (CC) teens, equated for age and sex, (N = 39) on a variety of psychological tasks assessing executive functioning (EF), temporal reward discounting, and time estimation and reproduction. A factor analysis reduced the EF measures to three dimensions, representing CPT Inattention, Working Memory, and CPT Inhibition. Results indicated that the ADHD group had significantly more CPT Inattention than the CC group. No differences were found for Working Memory or CPT Inhibition. The ADHD group displayed significantly greater temporal discounting of delayed hypothetical monetary rewards relative to immediate ones and manifested more impaired time reproduction, but not time estimation, than did the CC group. Main effects for level of IQ were found only on the Working Memory factor and largely did not interact with the group factor otherwise. The group differences in CPT Inattention, temporal discounting, and time reproduction were not a function of level of comorbid oppositional defiant disorder, delinquency, or anxiety–depression. Results are reasonably consistent with past research on EF and sense of time in children with ADHD and extend these findings to the adolescent age group. Problems with working memory and CPT inhibition found in prior studies of children with ADHD, however, were not evident here, perhaps owing to age-related improvements or insufficient task difficulty.