LEARNING DISABILITIES IN ELEMENTARY MATHEMATICS

初等数学学习障碍

• 批准号: 6224350
• 负责人: DAVID C GEARY
• 金额: $ 18.39万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-03-01 至 2003-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6224350
• 关键词: academic achievement; attention; child with disability; clinical research; cognition; educational psychology; elementary school; human subject; learning disorders; mathematical ability; mathematics; memory; middle childhood (6-11); performance; psychological concentration; psychological tests; psychometrics

DESCRIPTION: Research on average-IQ children with poor math achievement, that is, math disabled (MD) children, has revealed several sources of their lower than expected (based on IQ) achievement. These children have a poor conceptual understanding of counting, use immature counting procedures to solve arithmetic problems, commit many procedural errors, and have difficulties remembering basic arithmetic facts. The poor counting knowledge of these children appears to contribute to their use of immature counting procedures and their procedural errors, although it is not currently known if this poor counting knowledge extends beyond second grade. Poor working memory resources also appear to contribute to these procedural deficits and it has been argued that these working memory deficits are due to a slow counting speed. The source of the fact-retrieval deficits of these children is unclear, but appears to be related to a combination of difficulties in inhibiting irrelevant associations from entering working memory and from difficulties in lexical access (e.g., retrieving information from semantic memory). Recent theoretical and methodological advances suggest that these working memory and retrieval deficits are more complex than previously conceptualized. Individual differences in working memory appear to be related to ease of inhibiting irrelevant associations, speed of articulating words, speed of scanning the contents of working memory, and ease of regenerating phonetic and semantic traces that are decaying in working memory. The latter, in theory, is related to MD children's difficulties in lexical access and the associated fact-retrieval deficits. The proposed research will be the first to: 1) assess the counting knowledge of first, third and fifth grade MD children and normal controls and examine the relations among counting span (an index of working memory), counting knowledge and procedural competencies in arithmetic; 2) use recent theoretical and methodological advances to provide an assessment of each of the above described components of working memory in first, third and fifth grade MD children and normal controls and relate these competencies to the working memory, counting procedure, and fact-retrieval deficits of MD children; 3) use negative priming methods to test the hypothesis that the fact-retrieval deficit of MD children is related, in part, to difficulties in inhibiting irrelevant associations from entering working memory; and 4) systematically compare the counting and arithmetic competencies of MD children and children with low-IQ scores and low math achievement scores.

描述：关于数学成就不佳的普通智商儿童的研究， IS，数学残疾（MD）儿童，已经揭示了其下部的几个来源 比预期的（基于智商）成就。这些孩子的概念很差 了解计数，使用未成熟的计数程序来解决算术 问题，犯下许多程序错误，并且很难记住 基本算术事实。这些孩子的不良知识出现了 有助于他们使用未成熟的计数程序及其程序 错误，尽管目前尚不知道这种不良的知识是否 延伸超过二年级。工作记忆资源差也很差 促进这些程序上的赤字，有人认为这些 工作记忆缺陷是由于计数速度缓慢。的来源 这些孩子的事实回归缺陷尚不清楚，但似乎是相关的 结合了抑制无关紧要的关联的困难 进入工作记忆和词汇访问的困难（例如， 从语义记忆中检索信息）。最近的理论和 方法学的进步表明这些工作记忆和检索 赤字比以前概念化更为复杂。个人 工作记忆的差异似乎与抑制作用有关 无关的关联，表达词的速度，扫描的速度 工作记忆的内容，并易于再生语音和语义 在工作记忆中腐烂的迹线。从理论上讲，后者是相关的 MD儿童在词汇访问方面的困难和相关的 事实返回缺陷。拟议的研究将是第一个：1）评估 一年级，三年级和五年级儿童和正常的计算知识 控制和检查计数跨度之间的关系（工作索引 记忆），计算算术中的知识和程序能力； 2）使用 最新的理论和方法论进步，以评估每个 上述工作记忆的组成部分，第三和第五 MD儿童和正常对照等级，并将这些能力与 MD儿童的工作记忆，计数程序和事实回应缺陷； 3）使用负面启动方法来检验事实回归的假设 MD儿童的赤字部分与抑制困难有关 进入工作记忆的无关联想； 4）系统地 比较MD儿童和儿童的计数和算术能力 IQ得分低和数学成就得分低。