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首页> 外文期刊>Neuropsychology >Neurocognitive Predictors of Mathematical Processing in School-Aged Children With Spina Bifida and Their Typically Developing Peers: Attention, Working Memory, and Fine Motor Skills
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Neurocognitive Predictors of Mathematical Processing in School-Aged Children With Spina Bifida and Their Typically Developing Peers: Attention, Working Memory, and Fine Motor Skills

机译：脊柱裂的学龄儿童及其典型的同龄人数学处理的神经认知预测因子：注意力，工作记忆和精细运动技能

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Objective: Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Method: Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Results: Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Conclusion: Results are discussed with reference to models of attention, WM, and mathematical cognition.
机译：目的：数学注意与数学认知的神经生物学和行为模型相关。这项研究采用模型驱动的评估方法，对已知数学上的困难和特定的注意力缺陷的脊柱裂儿童（SBM）患儿的注意力和数学进行评估，以更直接地检验假定与数学处理之间的假定关系。还研究了其他领域的一般能力与数学的关系。方法：参与者为9.5岁的SBM儿童（n = 44）和典型的发育中儿童（n = 50）。参加者被给予实验精确和近似的算术任务，以及数学流利度和计算的标准化措施。认知措施包括注意网络测验（ANT），以及精细运动技能，言语工作记忆（WM）和视觉空间WM的标准化措施。结果：患有SBM的儿童在精确算术上的表现与同龄人相似，但在近似和标准算术测评上却较差。在ANT上，患有SBM的儿童在定向注意力方面与对照有所不同，但在警觉和执行注意力方面却没有区别。多种调解模型表明，良好的运动技能和口头口语介导了群体与近似算术的关系。良好的运动技能和视觉空间WM介导了小组与数学流利度之间的关系;言语和视觉空间WM介导了群体与数学计算的关系。在这项研究中，注意并不是影响小组对数学任何方面的影响的重要中介。结论：参考注意力，WM和数学认知模型讨论了结果。

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