数学学习困难儿童的认知加工机制研究

与数学学习优秀儿童相比,数学学习困难儿童的语音加工速度、短时记忆、中央执行功能以及整体工作记忆能力方面都存在明显不足,但只有工作记忆能力不足才能明确解释数学学习困难,即数学学习困难与工作记忆能力下降有密切关系.进一步分析发现,由工作记忆能力下降引起的数学学习困难与特定的工作记忆能力不足有关,即数学学习困难几乎完全是由于数字工作记忆能力下降引起,而与视空间工作记忆能力下降无关,这种由数字工作记忆下降而引起数学学习困难的更深层次原因可能在于较差的语音加工速度与中央执行功能二者的共同影响.

Working Memory and Processing Speed in Children with Arithmetical Difficulties

Compared to their IQ-matched normal peers, children with arithmetical difficulties suffer deficits of phonological processing speed, short-term memory, working memory (WM) and its subsystem of the central executive. However, arithmetical difficulties can be accounted for completely by deficit of WM but not by phonological processing speed, short-term memory, and/or the central executive component of WM. Moreover, it is digit WM but not visual-spatial WM that could predict arithmetical difficulties, suggesting that arithmetical difficulties are mediated by a domain-specific WM system. We argue that WM deficit results from deficits of phonological processing speed and the central executive component of WM.