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首页> 外文期刊>Child Neuropsychology >Working Memory Failures in Children with Arithmetical Difficulties
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Working Memory Failures in Children with Arithmetical Difficulties

机译：算术困难儿童的工作记忆衰竭

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A large body of literature has examined the relationship between working memory and arithmetic achievement, but results are still ambiguous. To examine this relationship, we compared the performance of third and fifth graders with arithmetic difficulties (AD) and controls of the same age, grade, and verbal intelligence on a battery of working memory tasks, differentiating between different aspects of working memory. Children with AD scored significantly lower on active working memory tasks requiring manipulation of the to-be-recalled information (Listening Completion task, Corsi Span Backwards, Digit Backwards), but not in passive working memory tasks, requiring the recall of information in the same format in which it had been presented (Digit, Word, and Corsi Forwards Span tasks), nor in tasks involving word processing (word articulation rate, forwards and backwards word spans). A regression analysis showed that the best predictors of differences between AD children and the control group were the Corsi Span Backwards, the Listening Completion task, and the rate of articulation of pseudowords. The analysis of strategies used by children in mental calculation revealed the greater tendency of children with AD to rely on more primitive strategies: finger use never appeared as the most frequent strategy in skilled children, whereas it was the most used strategy in children with AD. Verbal and visual strategies appeared associated with successful performance in third graders, but in fifth grade, the most successful strategy was verbalization.
机译：大量文献研究了工作记忆与算术成绩之间的关系，但结果仍不明确。为了检验这种关系，我们比较了具有算术困难（AD）的三年级和五年级学生的表现，以及在一系列工作记忆任务上具有相同年龄，年级和口头智力的控件，从而区分了工作记忆的不同方面。患有AD的儿童在需要操纵被召回信息的主动工作记忆任务（听力完成任务，Corsi Span后退，Digit Backwards）上的得分明显较低，但在被动工作记忆任务中则要求回忆相同信息出现的格式（Digit，Word和Corsi Forwards Span任务），也不涉及涉及文字处理的任务（单词发音率，前后单词跨度）。回归分析表明，AD儿童与对照组之间差异的最佳预测因素是Corsi Span Backwards，听力完成任务和假单词的发音率。对儿童在心理计算中使用的策略的分析显示，AD儿童倾向于采用更原始的策略的可能性更大：手指使用从来没有出现为熟练儿童中最频繁的策略，而它却是AD儿童中使用最多的策略。言语和视觉策略似乎与三年级学生的成功表现相关，但在五年级，最成功的策略是言语化。

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