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首页> 外文期刊>Developmental disabilities research reviews. >Mathematical learning disability in girls with Turner syndrome: a challenge to defining MLD and its subtypes.
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Mathematical learning disability in girls with Turner syndrome: a challenge to defining MLD and its subtypes.

机译：特纳综合征女孩的数学学习障碍：对定义MLD及其亚型的挑战。

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Turner syndrome is a common disorder with a prevalence of 1:2,500 live female births. Although not associated with mental retardation, there is an increased risk of learning difficulties in this population. In particular, mathematical learning difficulties among girls with Turner syndrome are prevalent, significant, and persistent. As such, the study of mathematical performance in girls with Turner syndrome presents opportunities to advance our knowledge of mathematics ability, disability, and disability subtypes. Moreover, the Turner syndrome phenotype illustrates the challenges faced when defining mathematical learning disability (MLD) and characterizing MLD subtypes because the cognitive phenotype is aligned with several proposed MLD subtypes. There is some evidence linking MLD in Turner syndrome with spatial deficits, with executive dysfunction, and with deficient numerosity skills. Yet there is also conflicting evidence as to whether any of these explanations underlies MLD in Turner syndrome. Most mathematical difficulties in girls with Turner syndrome, as a group, occur on timed tests or on complex problems. On untimed tests, achievement test scores may be age appropriate. Therefore, the inclusion of MLD in the Turner syndrome cognitive phenotype reminds us that we cannot rule out MLD solely on the basis of performance on an untimed calculations subtest, and it poses a challenge to the widespread practice in which many researchers engage, that is, defining MLD on the basis of broad mathematics achievement test outcomes.
机译：特纳综合征是一种常见的疾病，女性活产的比例为1：2,500。尽管与智力低下无关，但该人群学习困难的风险增加。特别是，特纳综合症女孩的数学学习困难普遍存在，严重且持续存在。因此，对特纳氏综合症女孩的数学表现的研究为提高我们对数学能力，残疾和残疾亚型的认识提供了机会。此外，特纳综合症表型说明了定义数学学习障碍（MLD）和表征MLD亚型时面临的挑战，因为认知表型与几种提议的MLD亚型一致。有证据表明特纳综合症的MLD与空间缺陷，执行功能障碍和缺乏数字能力有关。然而，关于这些解释中的任何一种是否构成特纳综合征MLD的基础，也存在矛盾的证据。作为一组，特纳综合症女孩中的大多数数学难题都发生在定时测试或复杂问题上。在不定时的测试中，成就测试成绩可能适合年龄。因此，在特纳综合征认知表型中包含MLD提醒我们，我们不能仅根据无时间计算子测验的表现来排除MLD，这对许多研究人员从事的广泛实践提出了挑战，也就是说，在广泛的数学成绩测验结果的基础上定义MLD。

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