摘要
目的:了解材料类型和数量对发展性计算障碍儿童数序判断的影响,为改善儿童的数序认知及数学学习状况提供参考。方法:采用数序前后比较任务,以阿拉伯数字、汉语小写数字、点阵数字及实物个数为材料,对26名计算障碍儿童和25名正常儿童进行测试。结果:在完成正确数上,不论是符号刺激(阿拉伯数字:F = 11.568,p = 0.001,η2 = 0.147;汉语数字:F = 7.498,p = 0.008,η2 = 0.101)还是非符号刺激(点阵数字:F = 6.985,p = 0.010,η2 = 0.094;实物材料:F = 7.781,p = 0.007,η2 = 0.104),计算障碍儿童均明显不及正常儿童。在完成时间上,与正常儿童相比,计算障碍儿童在符号刺激中(阿拉伯数字:F = 4.972,p = 0.029,η2 = 0.069;汉语数字:F = 7.155,p = 0.009,η2 = 0.096)差异明显,但在非符号刺激上,二者差异不显著。计算障碍儿童小数量符号刺激的完成时间好于大数量,而大数量非符号刺激则快于小数量;正常儿童不论是符号刺激还是非符号刺激,其小数量的完成时间均好于大数量。结论:刺激材料的类型和数量不仅影响计算障碍儿童的数序判断,而且对数字距离效应产生消极作用。
Objective: To investigate the influence of material type and quantity on number order judgment in children with developmental, and improve the number order cognition and mathematics learning of children. Methods: Using Arabic numerals, Chinese numerals, lattice numerals and material objects, 26 children with dyscalculia and 25 normal children were tested with the task of comparing number order. Results: In the correct number, whether it is a symbolic stimulus (Arabic numerals: F = 11.568, p = 0.001, η2 = 0.147;Chinese numerals: F = 7.498, p = 0.008, η2 = 0.101) or non-symbolic stimulus (dot matrix: F = 6.985, p = 0.010, η2 = 0.094;material object: F = 7.781, p = 0.007, η2 = 0.104), children with dyscalculia were significantly lower than normal children. In terms of completion time, compared with normal children, children with dyscalculia is obvious difference in symbolic stimulation (Arabic numerals: F = 4.972, p = 0.029, η2 = 0.069;Chinese numeral: F = 7.155, p = 0.009, η2 = 0.096), but there is no significant difference in non-symbolic stimuli. In dyscalculia children, the completion time of the small number of symbolic stimuli was better than that of the large number, while the large number of non-symbolic stimuli was faster than that of the small number. For both symbolic and non-symbolic stimuli in normal children, the completion time of a small amount of stimulus is better than that of a large amount of stimulus. Conclusion: The type and quantity of stimulus materials not only affect the number order judgment of children with dyscalculia, but also have a negative effect on the number distance effect.
出处
《国际神经精神科学杂志》
2022年第3期41-46,共6页
International Journal of Psychiatry and Neurology
