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Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions
Developmental Neuropsychology ( IF 1.5 ) Pub Date : 2021-04-26 , DOI: 10.1080/87565641.2021.1913165
Samira Yazdani 1 , Solmaz Soluki 2 , Ali Akbar Arjmandnia 1 , Jalil Fathabadi 3 , Saeid Hassanzadeh 1 , Vahid Nejati 3
Affiliation  

ABSTRACT

Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors’ ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.



中文翻译:

数学学习障碍 (MLD) 儿童的空间能力及其对执行功能的影响

摘要

已发现数学学习障碍 (MLD) 与认知功能障碍有关。空间能力 (SA) 由八个单一但统一的元素组成,可以假设在数学技能的不同领域具有领先地位。本研究的第一个目的是探讨 128 名有和没有 MLD 的三至六年级学童的 SA 因素差异。闭合的灵活性、闭合速度、感知速度、可视化、空间关系、空间方向、空间时间和寻路通过八项任务进行测量。该研究的第二个目标是探索 SA 因素在三个执行功能中预测 MLD 参与者表现的能力。结果显示,与典型发育 (TD) 儿童相比,MLD 参与者在所有 SA 任务中的表现较差,完成可视化、空间关系和空间定向任务所需的时间更长。回归分析表明,部分SA因素可以预测工作记忆和认知灵活性,但不能预测反应抑制。关于这些结果,在 MLD 儿童的认知康复计划中应用 SA 因素似乎是必要的。

更新日期:2021-05-09
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