MD儿童与正常儿童早期数学认知差异的研究

该研究采用测验法,考察数学学习不良(MD)儿童的早期数学认知能力,包括计数、数守恒、时空概念、逻辑、计算和操作等方面。被试为城市幼儿园34名MD儿童和30名正常儿童,平均年龄约6.0岁。结果发现:学习不良儿童早期数学能力在逻辑、计算和空间保持上有缺陷,与Johnson、Ginsburg等人的研究结果一致。与以往研究有所不同的是:在计数能力上,MD儿童与正常儿童间差异不明显;在数守恒能力上,MD儿童明显低于正常儿童;空间保持缺陷表现突出,表现为书写数字时的镜像反应、图形的错误表征等。     

两种类型数学困难儿童的执行水平

使用Crack the Code任务考察单纯型与混合型数学困难小学儿童的执行水平,结果发现:单纯型数学困难儿童在对认知资源要求较高的任务上的执行水平显著低于数学优良生,但在认知要求较低的任务上二者之间没有显著差异;混合型数学困难儿童执行水平最低,在两个难度水平执行任务上的表现均显著差于数学优良生、单纯型数学困难儿童.小学儿童执行水平年级差异似乎主要表现在认知负荷较高的任务上,1年级学生与3、5年级学生的执行水平存在显著差异.     

关于儿童数学认知策略的理论与实证研究

儿童数学认知策略是当前认知发展领域的重点研究方向之一.在认知策略的发展形态上,凯斯提出的阶梯模型受到了希格勒重波模型的挑战,陈英和等的研究证实了后者关于策略发展多样性与渐进性的观点;儿童数学认知策略的选择在不同题目类型与任务情境之间,表现出了鲜明的适应性特点;而数学焦虑、工作记忆及概念性理解等是影响儿童数学认知策略选择和执行的重要因素,这些研究为进一步探明儿童数学认知策略的发展规律提供了证据.     

简单心算中数学学习困难儿童的数字距离效应

采用事件相关电位(ERP)方法,以阿拉伯数字的简单心算为任务,考察数学学习困难儿童(MD)的数字距离效应。行为数据的结果表明:MD组没有出现数字距离效应,对照组儿童出现了数字距离效应。事件相关电位数据显示:与对照组相比,MD组N270的潜伏期更长;两组被试在N270的波幅和潜伏期上都没有表现出数字距离效应。研究结果表明:MD儿童对数量信息的空间表征存在缺陷。     

数学学习不良儿童视觉-空间表征与数学问题解决

采用临床访谈的方法,考察了30名数学学习不良(MD)儿童和31名一般儿童的数学问题解决、视觉-空间表征策略和空间视觉化能力。结果发现：图式表征能促进数学问题的解决,图像表征则起妨碍作用;空间视觉化能力与解题正确率及图式表征策略有显著正相关,与图像表征策略有显著负相关。MD儿童的解题正确率以及使用图式表征策略的程度显著低于一般儿童,使用图像表征策略的程度则显著高于一般儿童。在解题正确率和图式表征策略这两个变量上,MD儿童和一般儿童的年级发展趋势相同,都随年级的升高而提高。但在图像表征策略的使用上,一般儿童有随年级的升高而下降的趋势,MD儿童却没有下降的趋势。两类儿童的空间视觉化能力都随年级的升高而提高。     

珠心算过程的眼动和认知研究

本实验采用眼动技术和实验神经心理学的方法对珠心算的认知过程进行了实验研究。研究发现,在竖式运算时,接受过珠心算训练的儿童与没有接受过珠心算训练的儿童相比其眼动轨迹显著不同;神经心理实验的结果表明,训练组儿童在数学运算能力、数字记忆空间、注意力、大脑功能偏侧化等方面均与非训练组儿童有显著差别。     

发展认知神经科学研究述评

发展认知神经科学是发展心理学与认知神经科学相结合而形成的跨学科研究领域,旨在从神经、行为和情境三个水平,对认知发展的方方面面进行整合性研究。本文从发展认知神经科学的研究内容、研究方法及其对发展心理学的贡献进行了梳理,并对该学科未来发展的趋势进行了展望。     

两类数学学习困难小学儿童抑制控制水平的实验研究

为考察单纯型数学困难与混合型数学困难小学儿童的抑制控制水平及特点,使用Stroop色词命名测验和颜色匹配反转作业,对各30名的单纯型困难、混合型困难和对照组小学儿童的优势反应抑制能力进行测试、分析。结果发现:单纯型数学困难儿童抑制优势反应的能力显著低于对照组,但其对事物初次学习的能力与对照组相当;混合型数学困难儿童在对事物初次学习能力及对优势反应的抑制能力方面均显著低于对照组儿童,其中对事物的初次学习能力也显著低于单纯型数学困难儿童。     

先天模块与后天文化资源的相互作用论——B.Butterworth的"数字模块"理论述评

从理论假设、概念体系和研究方法三个方面对B.Butterworth的“数字模块”理论进行了介绍和评价。该理论假定人类数学能力是先天的“数字模块”与后天的拓展模块功能的“概念工具”相互作用的产物。其概念体系涉及“数字模块”的定义、功能、结构及模块与文化资源间的相互作用。其方法以认知神经心理学为主,兼及跨文化、灵长目认知的研究和基因学的证据。     

儿童收养研究中的心理学问题

国外关于儿童收养的心理学研究主要集中在收养儿童的心理适应、认知发展及人格发展等方面, 研究呈现了不同收养年龄、不同收养前经历、不同收养背景下的儿童不同的发展态势, 并做了原因探析和干预机制的探索。但国外该领域的心理学研究仍存在样本区分不明确、对原因的探讨相对薄弱等问题。国内儿童收养的心理学研究应更关注未经历剥夺环境的大龄儿童, 从亲属与非亲属收养、保密型与开放型收养的利弊对比等方面有针对性的开展本土化研究。     

Cognitive Analysis of Children's Mathematics Difficulties

The aim of the study is to investigate the informal and formal mathematical knowledge of children suffering from "mathematics difficulty" (MD). The research involves comparisons among three groups: fourth-grade children performing poorly in mathematics but normal in intelligence; fourth-grade peers matched for intelligence but experiencing no apparent difficulties in mathematics; and a randomly selected group of third graders. These children were individually presented with a large number of tasks designed to measure key mathematical concepts and skills. The findings suggest that: (1) MD children are not seriously deficient in key informal mathematical concepts and skills; (2) MD children seem to have elementary concepts of base ten notation but experience difficulty in related enumeration skills, particularly when large numbers are involved; (3) MD children's calculational errors often result from common error strategies; (4) MD children display severe difficulty in recalling common addition facts; and (5) in the area of problem solving, MD children are capable of "insightful" solutions and can solve simple forms of word problems, but experience difficulty with complex word problems. MD children are in many respects similar to normal, younger peers; an hypothesis of "essential cognitive normality" is advanced. The only and dramatic exception occurs in the area of number facts. While clinical experience corroborates this finding, its explanation is not evident.     

数学困难儿童的数学估计能力

对数学困难儿童(简称数困)的数学估计进行探讨有助于理解数困的成因和寻找适当的干预措施。本文在简要回顾数困和估计的概念基础上, 重点对近年来国内外关于数困儿童数学估计(主要是估算和估数)的表现及影响因素、神经基础和相关的干预研究进行了回顾和梳理, 并强调未来对数困儿童的数学估计研究应注重从选取被试、扩展研究范围和加强干预方案设计等方面开展探讨。     

西方数学学习困难研究的综述

近十年来,西方心理学界对数学学习困难(MD)的研究不断地增加。本文阐述了MD研究的几个主要的方面：MD界定与鉴别的复杂性、工作记忆各个成分对MD的影响、MD数概念与计数知识的发展、MD算术策略的特征及发展。并在此基础上提出几点对MD研究的思考。     

题目类型对加法认知策略选择影响的比较研究

随机选取小学二、三年级数学学习不良组儿童各30名,数学学习正常组儿童各30名,采用实验法、观察法和口语报告法相结合的方式,考察了两类儿童在解决简单加法题目、复杂加法题目和连加加法题目时,问题结构类型对两类儿童加法策略选择的影响。结果发现,在不同类型加法题目中,小学二、三年级儿童的策略使用表现出对题目的适应性,数学学习正常儿童的适应性特点更加明显。     

Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders

As well as being the hallmark of mathematics disorders, deficits in number processing have also been reported for individuals with reading disorders. The aim of the present study was to investigate separately the components of numerical processing affected in reading and mathematical disorders within the framework of the Triple Code Model. Children with reading disorders (RD), mathematics disorders (MD), comorbid deficits (RD + MD), and typically developing children (TD) were tested on verbal, visual-verbal, and nonverbal number tasks. As expected, children with MD were impaired across a broad range of numerical tasks. In contrast, children with RD were impaired in (visual-)verbal number tasks but showed age-appropriate performance in nonverbal number skills, suggesting their impairments were domain specific and related to their reading difficulties. The comorbid group showed an additive profile of the impairments of the two single-deficit groups. Performance in speeded verbal number tasks was related to rapid automatized naming, a measure of visual-verbal access in the RD but not in the MD group. The results indicate that deficits in number skills are due to different underlying cognitive deficits in children with RD compared to children with MD: a phonological deficit in RD and a deficit in processing numerosities in MD.     

Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children.

The relationship between counting knowledge and computational skills (i.e., skill at counting to solve addition problems) was assessed for groups of first-grade normal and mathematically disabled (MD) children. Twenty-four normal and 13 MD children were administered a series of counting tasks and solved 40 computer-administered addition problems. For the addition task, problem-solving strategies were recorded on a trial-by-trial basis. Performance on the counting tasks suggested that the MD children were developmentally delayed in the understanding of essential and unessential features of counting and were relatively unskilled in the detection of certain forms of counting error. On the addition task, the MD children committed many more computational errors and tended to use developmentally immature counting procedures. The immature counting knowledge of the MD children, combined with their relatively poor skills at detecting counting errors, appeared to underlie their poor computational skills on the addition task. Suggestions for future research are presented.     

Can we predict mathematical learning disabilities from symbolic and non‐symbolic comparison tasks in kindergarten? Findings from a longitudinal study

Background. The ability to compare numbers, as the most basic form of number sense, has been related to arithmetical achievement. Aims. The current study addressed the predictive value of non‐symbolic and symbolic (number word (NW) and Arabic number (AN)) comparison for arithmetics by means of a longitudinal design. Sample. Sixteen children with mathematical disabilities (MD), 64 low achievers (LA), and 315 typical achieving (TA) children were followed from kindergarten till grade 2. Method. The association of comparison skills with arithmetical skills in grades l and 2 was studied. The performances of MD, LA and TA children were compared. Results. Regression analyses showed that non‐symbolic skills in kindergarten were predictively related to arithmetical achievement 1 year later and fact retrieval 2 years later. AN comparison was predictively related to procedural calculation 2 years later. In grade 2, there was an association between both symbolic tasks and arithmetical achievement. Children with MD already had deficits in non‐symbolic and symbolic AN comparison in kindergarten, whereas in grade 2 the deficits in processing symbolic information remained. Conclusions. The combination of non‐symbolic and symbolic deficits represents a risk of developing MD.