Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter

被引：6
|
作者：
Reimann, Giselle [1 ]
Gut, Janine [1 ]
Frischknecht, Marie-Claire [1 ]
Grob, Alexander [1 ]
机构：
[1] Univ Basel, Fac Psychol, CH-4055 Basel, Switzerland
来源：
LEARNING AND INDIVIDUAL DIFFERENCES | 2013年 / 23卷
关键词：
Mathematical difficulty; Language difficulty; Memory abilities; Selective attention; Children; Full-scale IQ; WORKING-MEMORY; ARITHMETICAL COGNITION; DEFICITS; SKILL; IDENTIFICATION; DISABILITIES; RISK;
D O I：
10.1016/j.lindif.2012.10.017
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception, selective attention, memory, and reasoning, as well as full-scale-IQ Children with difficulties in mathematics only differed in their cognitive abilities, not only from controls, but also from children with comorbid language difficulties. Children with mathematical difficulties only performed worse than controls in a selective attention measure, but not in any working memory measure, meanwhile children with difficulties in mathematics and language performed worse than controls in verbal working memory components, but not selective attention. Theoretical and practical implications are discussed. (c) 2012 Elsevier Inc. All rights reserved.
引用
收藏
页码：108 / 113
页数：6
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