数学学习困难儿童的编码加工特点:基于PASS理论的研究

同时加工和继时加工是PASS模型中的两类编码加工，二者在数学学习中发挥重要作用。使用基于PASS理论的认知评估系统（DN：CAS）单纯型数学困难、混合型数学困难和正常小学生进行两类编码加工的测评，比较研究发现，两类困难学生的两类编码加工水平均显著低于正常儿童，两类困难学生间的同时加工差异不显著，而混合型困难学生的继时加工水平显著低于单纯型困难学生。较低的同时加工水平似乎是两类数学困难的共同特征，继时加工水平的差异则似可作为单纯型与混合型困难的区分指标之一。

Coding and Processing Difficulties of Children with Mathematics Learning Disabilities: A Study Based on the PASS Theory

According to the PASS theory,simultaneous processing and successive processing are two types of coding processing which play an important role in mathematics learning.Simultaneous processing tasks and successive processing tasks from Das-Naglieri Cognitive Assessment System were employed to assess the coding processing of chidren with only mathematics learning disabilities only (MLD) or with mathematics and reading disabilities(MRD).The results show that these two groups of children with mathematical disability got lower scores for both types of coding tasks than normal children,and children with MRD perform significantly worse in successive processing tasks than those with MLD only.However,there was no significant difference between the two groups of MLD children's performance in simultaneous processing tasks.It seems that successive processing can serve as an indicator with which researchers could discriminate pure MLD from MRD,while both had a lower level of simultaneous processing.