【目的】 探讨数学学习障碍儿童视空间工作记忆特征以及视空间工作记忆与数学能力各因素的关系。 【方法】 采用《中国小学生数学能力测试量表》对某小学3~6年级703名学生进行数学能力的测试,结合上一学期期末数学成绩及《联合型瑞文智力测试》结果筛选出48名数学学习障碍儿童及与其同班学生48名正常对照,随后对数学学习障碍组和对照组进行视空间工作记忆测试。 【结果】 数学能力各因子及视空间工作记忆两组比较差异均有统计学意义(P＜0.05)。数学运算和空间-视觉能力均与视空间工作记忆成呈相关(r=0.333,P=0.001;r=0.228,P=0.026)。数学学习障碍儿童的视空间工作记忆与图形计数(P=0.036)、方块计数(P=0.016)相关。正常儿童的视空间工作记忆与乘法(P=0.043)相关。 【结论】 数学学习障碍儿童各方面数学能力均低下,视空间工作记忆存在缺陷;视空间工作记忆与数学能力之间的关系在两组儿童中表现不同,可能与两组儿童在数学解决任务中所用策略不同有关。
Abstract
【Objective】 To explore the visuospatial working memory capacity in children with mathematical learning disability and the relationship between visuospatial working memory and mathematical skills. 【Methods】 All participants(MLD, n=48, aged 7~12; normal controls, n=48, aged 7~12) screened out by scores of the Chinese Elementary School Students' Mathematical Ability Testing Scale, grades in the final exam, and results of the Combined Ravens standard progressive matrices test(CRT) were conducted visuospatial working memory test with. 【Results】 MLD group scored obviously lower than control group in all factors concerning mathematical skills and visuospatial working memory(P＜0.05). Both the mathematical ability of calculation and logic/visuospatial(r=0.333,P=0.001;r=0.228,P=0.026) were correlated with visuospatial working memory. Figure counting(P=0.036)and block counting(P=0.016) were associated with visuospatial working memory in MLD group, but only multiplication(P=0.043) in control group. 【Conclusion】 Children with MLD are weak in visuospatial working memory and their visuospatial working memory capacity impact on the mathematical ability.
关键词
数学学习障碍 /
视空间工作记忆 /
数学能力 /
儿童
Key words
mathematics learning disabilities /
visuospatial working memory /
mathematical ability /
children
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参考文献
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基金
国家自然科学基金项目(30872131);2009年中山大学学生业余科研项目(2009-83-17)
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