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Number Magnitude Processing and Verbal Working Memory in Children with Mild Intellectual Disabilities
Developmental Neuropsychology ( IF 1.5 ) Pub Date : 2020-03-24 , DOI: 10.1080/87565641.2020.1744606 Ulf Träff 1 , Anna Levén 1 , Rickard Östergren 1 , Daniel Schöld 1
Developmental Neuropsychology ( IF 1.5 ) Pub Date : 2020-03-24 , DOI: 10.1080/87565641.2020.1744606 Ulf Träff 1 , Anna Levén 1 , Rickard Östergren 1 , Daniel Schöld 1
Affiliation
ABSTRACT This study examined if children (Mage = 14.60) with Mild Intellectual Disabilities (MID) display weaknesses in number processing and verbal working memory. An age-matched and mental age-matched (MA, Mage = 6.17) design extended by a group of 9–10-year-olds, and a group of 11–12-year-olds were used. The MID children’s working memory was equal to the MA group but poorer than the other groups. On number tasks, the MID group was faster than the MA group but slower than the other groups. All groups obtained equal Weber fraction scores and distance effects on the number comparison tasks. The MID group performed subitizing and counting faster than the MA group, but slower than the 11–12-year-olds. The results demonstrate that number processing and working memory in children with MID is characterized by a developmental delay, not a deficit. Their main problem is to access the quantitative meaning of Arabic numerals. The development of different types of cognitive abilities is differently affected by educational experience and intellectual ability. The innate number system appears to be unaffected by intellectual capacity or educational experience, while the innate working memory ability is affected by intellectual capacity but not by educational experience. Culturally acquired symbolic number abilities are strongly affected by educational experience.
中文翻译:
轻度智力障碍儿童的数字幅度处理和语言工作记忆
摘要 本研究调查了轻度智力障碍 (MID) 儿童 (Mage = 14.60) 是否在数字处理和语言工作记忆方面表现出弱点。使用由一组 9-10 岁儿童和一组 11-12 岁儿童扩展的年龄匹配和心理年龄匹配(MA,Mage = 6.17)设计。MID儿童的工作记忆与MA组相当,但比其他组差。在数字任务上,MID 组比 MA 组快,但比其他组慢。所有组在数字比较任务上都获得了相同的韦伯分数和距离效应。MID 组的 subitizing 和计数比 MA 组快,但比 11-12 岁组慢。结果表明,MID 儿童的数字处理和工作记忆的特点是发育迟缓,而不是缺陷。他们的主要问题是获取阿拉伯数字的数量含义。不同类型认知能力的发展受教育经历和智力的影响不同。先天数字系统似乎不受智力或教育经验的影响,而先天工作记忆能力受智力的影响但不受教育经验的影响。文化获得的符号数字能力受教育经历的影响很大。而先天工作记忆能力受智力的影响而不受教育经历的影响。文化获得的符号数字能力受教育经历的影响很大。而先天工作记忆能力受智力的影响,而不受教育经历的影响。文化获得的符号数字能力受教育经历的影响很大。
更新日期:2020-03-24
中文翻译:
轻度智力障碍儿童的数字幅度处理和语言工作记忆
摘要 本研究调查了轻度智力障碍 (MID) 儿童 (Mage = 14.60) 是否在数字处理和语言工作记忆方面表现出弱点。使用由一组 9-10 岁儿童和一组 11-12 岁儿童扩展的年龄匹配和心理年龄匹配(MA,Mage = 6.17)设计。MID儿童的工作记忆与MA组相当,但比其他组差。在数字任务上,MID 组比 MA 组快,但比其他组慢。所有组在数字比较任务上都获得了相同的韦伯分数和距离效应。MID 组的 subitizing 和计数比 MA 组快,但比 11-12 岁组慢。结果表明,MID 儿童的数字处理和工作记忆的特点是发育迟缓,而不是缺陷。他们的主要问题是获取阿拉伯数字的数量含义。不同类型认知能力的发展受教育经历和智力的影响不同。先天数字系统似乎不受智力或教育经验的影响,而先天工作记忆能力受智力的影响但不受教育经验的影响。文化获得的符号数字能力受教育经历的影响很大。而先天工作记忆能力受智力的影响而不受教育经历的影响。文化获得的符号数字能力受教育经历的影响很大。而先天工作记忆能力受智力的影响,而不受教育经历的影响。文化获得的符号数字能力受教育经历的影响很大。