The Effect of a Numerical Domino Game on Numerical Magnitude Processing in Children With Mild Intellectual Disabilities

被引：4
|
作者：
Brankaer, Carmen [1 ]
Ghesquiere, Pol [1 ]
De Smedt, Bert [1 ]
机构：
[1] Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leuven, Belgium
来源：
MIND BRAIN AND EDUCATION | 2015年 / 9卷 / 01期
关键词：
NUMBER BOARD GAMES; DEVELOPMENTAL DYSCALCULIA; INDIVIDUAL-DIFFERENCES; INCOME PRESCHOOLERS; SENSE; KNOWLEDGE; INTERVENTION; ACHIEVEMENT; CAPACITIES; NUMERACY;
D O I：
10.1111/mbe.12065
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Children with mild intellectual disabilities (MID) appear to have particular problems in understanding the numerical meaning of Arabic digits. Therefore, we developed and evaluated a numerical domino game that specifically targeted the association between these digits and the numerical magnitudes they represent. Participants were 30 children with MID (M=8.36years), randomly assigned to either the numerical domino game or to a control color domino game. Findings revealed that both groups of children improved on a nonsymbolic comparison and arithmetic task. Most importantly, only children who played the numerical domino game became significantly faster from pretest to posttest on a symbolic comparison task. These findings suggest that numerical magnitude processing can be successfully trained in children with MID.
引用
收藏
页码：29 / 39
页数：11
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