【作者】 张丽； 蔡飞；

【Author】 Zhang Li Cai Fei Faculty of Psychology,Southwest University,Chongqing 400715

【机构】 西南大学心理学部；

【摘要】 数学能力对于个体生存和社会发展具有重要作用。但近年来,多国研究发现,计算障碍影响3%-6%的儿童。目前关于计算障碍的成因主要有两种相互争议的理论观点。首先,Butterworth等人提出了数字模块缺陷假说,该理论认为人类与生俱来就有一个"数字模块",在此基础上个体能够精确地表征和操纵数量。计算障碍的原因在于个体的数字模块缺陷,即个体不能够精确地表征和操纵数量。然而,Rousselle等人提出了语义提取缺陷假说,该假说认为计算障碍儿童的缺陷不在于数量处理缺陷,而在于不能处理携带数量信息的数字符号,即不能从符号中提取数量信息。因此,本研究拟通过考察计算障碍儿童是数量精确处理能力有缺陷,还是理解符号有缺陷,从而检验上述两个理论观点的合理性。根据多套测验本研究从411名二年级学生中筛选出62名儿童。其中19名计算障碍儿童(MD),15名计算和阅读双重障碍的儿童(MDRD),28名一般发展儿童作为对照组。研究给所有儿童施测了符号精确、符号近似、非符号精确、非符号近似四种计算任务。结果发现:(1)计算障碍儿童在精确任务中的正确率显著低于一般发展儿童,而在近似任务中与一般发展儿童没有差异,并且这种表现模式独立于符号形式,该结果支持了数字模块缺陷假说;(2)计算和阅读双重障碍儿童在四类任务中的正确率均显著低于一般发展儿童,该结果说明语言能力影响了儿童数量的近似加工。更多还原

【Abstract】 Mathematics is crucial to individual development and social progress.However,3%-6% of children experience mathematical dyscalculia(MD).Two accounts have been put forward to explain the reason of dyscalculia.According to the findings of symbolic tasks,the defective number module hypothesis contends that the cognitive deficit in MD is an inability to deal with exact numerosity.Unlikely,the access deficit hypothesis argues that the competence to processes numerosity would be intact but difficulties in the ability to access numerical magnitudes from symbols would lead to MD,as they showed normal performance of MLD children in non-symbolic numerical tasks but impaired performance in symbolic numerical tasks.To test these competing hypotheses,62 children were screened out of 411 second graders,which were based on multiple instruments and two assessment points.Of these 62 children,19 were classified as children with only mathematics dyscalculia(MD),15 were classified as children with mathematics and reading dyscalculia(MDRD),and 30 were typically developing(TD) peers matched on age.Then they were asked to complete four tasks,including symbolic and non-symbolic approximate subtraction arithmetic,symbolic and non-symbolic exact subtraction arithmetic.On the one hand,the founding shows that children with MD were comparable with children of the typically development in approximate tasks,but they were impaired in exact tasks, which in line with the defective number module hypothesis.On the other hand,children with mathematical and reading learning disability both were impaired in both tasks,which may suggest the importance of language in the approximate numerical processing.更多还原