Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, number knowledge, calculation, as well as cognitive skills of 103 Italian-speaking fourth and fifth graders. Compared to typically developing peers, very preterm children showed delays in number knowledge, slower reaction times in nonsymbolic magnitude comparisons, and an atypical gaze exploration characterized by more and shorter fixations that lacked a target preference. The profile of mathematics skills of very preterm children appeared different from that of children with learning disability. Although both populations showed mainly preserved cognitive skills and slower reaction times in nonsymbolic magnitude comparisons, children with specific learning disability showed more severe impairments in calculation and were slower in symbolic magnitude comparisons, compared to very preterm children. Including eye-tracking measures in preterm follow-up programs and planning tailored interventions are recommended.

中文翻译：

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早产儿和特定学习障碍儿童的幅度比较、数字知识和计算：使用眼动追踪的跨人群研究

早产儿数学上的困难已经被描述过，但他们的起源尚不清楚，可能与其他具有特定学习障碍的人群不同。使用标准化工具、实验任务和眼动仪测量，对极早产儿、有学习障碍的儿童和发育正常的儿童的数学技能进行了比较。我们评估了 103 名讲意大利语的四年级和五年级学生的符号和非符号幅度比较、数字知识、计算以及认知技能。与正常发育的同龄人相比，早产儿表现出数字知识的延迟、非符号量级比较的反应时间较慢，以及非典型的凝视探索，其特征是缺乏目标偏好的更多和更短的注视。早产儿的数学技能状况似乎与有学习障碍的儿童不同。尽管两个人群在非象征性幅度比较中主要表现出保留的认知技能和较慢的反应时间，但与非常早产的儿童相比，具有特定学习障碍的儿童在计算方面表现出更严重的障碍并且在象征性幅度比较中更慢。建议在早产随访计划中包括眼动追踪措施并计划量身定制的干预措施。与非常早产的儿童相比，有特定学习障碍的儿童在计算方面表现出更严重的障碍，并且在符号量级比较方面更慢。建议在早产随访计划中包括眼动追踪措施并计划量身定制的干预措施。与非常早产的儿童相比，有特定学习障碍的儿童在计算方面表现出更严重的障碍，并且在符号量级比较方面更慢。建议在早产随访计划中包括眼动追踪措施并计划量身定制的干预措施。