发展性计算障碍儿童的数感缺陷

摘要/Abstract

摘要： 为了探究计算障碍儿童是否存在数感缺陷以及这种缺陷是否特异于计算障碍儿童，本研究使用非符号数量比较任务，以小学二三年级学生为被试，测量了计算障碍（72名）、阅读障碍（76名）、双障碍（69名）以及正常儿童（86名）的数感能力。结果显示：（1）在正确率和韦伯分数指标上，计算障碍组和正常组儿童数感能力差异显著；（2）阅读障碍组和双障碍组也存在数感缺陷。表明计算障碍儿童的确存在数感缺陷，然而数感缺陷并不特定于计算障碍儿童。

关键词: 数感, 计算障碍, 阅读障碍, 非符号数量比较任务

Abstract: Developmental dyscalculia (DD) is a specific learning disorder that is characterized by a persistent impairment in processing numerical information and learning arithmetic facts. In the current study, an experiment was designed to verify whether or not the number sense of DD is impaired and the deficits number sense is specific to DD children. Seventy-two DD children, 86 dyslexia children, 69 dyslexia dyscalculia double-deficit children and 86 typical developmental children were asked to complete the non-symbolic magnitude comparison task which was usually used to measure number sense ability. The results showed that there was a significant difference in the number sense between DD children and typical development children which were with lower acuity. In addition, there was a significant difference in the number sense among dyslexia children, double-deficit children and typical development children. The acuity of typical development children was significantly higher than developmental dyslexia children and double-deficit children. Therefore, it is concluded that the number sense deficit of children may be one cause of DD, but it is not specific to DD.

Key words: number sense, developmental dyscalculia, developmental dyslexia, non-symbolic magnitude comparison task

中图分类号:

B842.1

张李斌, 张丽, 冯廷勇. 发展性计算障碍儿童的数感缺陷[J]. 心理与行为研究, 2019, 17(4): 512-519.

ZHANG Libin, ZHANG Li, FENG Tingyong. The Number Sense Deficit of Children With Developmental Dyscalculia[J]. Studies of Psychology and Behavior, 2019, 17(4): 512-519.

参考文献

白学军, 臧传丽. (2006). 发展性计算障碍的类型及成因研究进展. 天津工程师范学院学报, 16(1), 55-58, 73, doi:10.3969/j.issn.2095-0926.2006.01.016
董奇, 林崇德. (2011). 中国儿童青少年心理发育标准化测验简介. 北京:科学出版社.
李红霞, 司继伟, 陈泽建, 张堂正. (2015). 人类的近似数量系统. 心理科学进展, 23(4), 562-570
王芳, 路浩, 杨红, 赵晖. (2012). 发展性计算障碍子类型探析. 见 第十五届全国心理学学术会议论文摘要集. 北京:中国心理学会.
张厚粲. (2009). 韦氏儿童智力量表第四版(WISC-Ⅳ)中文版的修订. 心理科学, 32, 1177-1179
张厚粲, 王晓平. (1989). 瑞文标准推理测验在我国的修订. 心理学报, 21, 113-121
张怀英. (2009). 儿童发展性计算障碍的认知机制研究 (博士学位论文). 华中科技大学, 武汉.
张丽, 蒋慧, 赵立. (2018). 发展性计算障碍儿童的数量转换缺陷. 心理科学, 41(2), 337-343
张树东, 董奇. (2007). 一~四年级小学生发展性计算障碍的亚类型研究. 心理发展与教育, 23(2), 76-81, doi:10.3969/j.issn.1001-4918.2007.02.013
Ansari, D., & Dhital, B. (2006). Age-related Changes in the Activation of the intraparietal sulcus during nonsymbolic magnitude processing:An event-related functional magnetic resonance imaging study. Journal of Cognitive Neuroscience, 18(11), 1820-1828, doi:10.1162/jocn.2006.18.11.1820.
Bartelet, D., Vaessen, A., Blomert, L., & Ansari, D. (2014). What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency? Journal of Experimental Child Psychology, 117, 12-28, doi:10.1016/j.jecp.2013.08.010.
Barth, H., La Mont, K., Lipton, J., Dehaene, S., Kanwisher, N., & Spelke, E. (2006). Non-symbolic arithmetic in adults and young children. Cognition, 98(3), 199-222, doi:10.1016/j.cognition.2004.09.011.
Bugden, S., & Ansari, D. (2016). Probing the nature of deficits in the ‘Approximate Number System’ in children with persistent Developmental Dyscalculia. Developmental Science, 19(5), 817-833, doi:10.1111/desc.2016.19.issue-5.
Burr, D., & Ross, J. (2008). A visual sense of number. Current Biology, 18(6), 425-428, doi:10.1016/j.cub.2008.02.052.
Cantlon, J. F., Libertus, M. E., Pinel, P., Dehaene, S., Brannon, E. M., & Pelphrey, K. A. (2009). The neural development of an abstract concept of number. Journal of Cognitive Neuroscience, 21(11), 2217-2229, doi:10.1162/jocn.2008.21159.
Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44(1-2), 1-42, doi:10.1016/0010-0277(92)90049-N.
Dehaene, S. (2007). Symbols and quantities in parietal cortex:Elements of a mathematical theory of number representation and manipulation. In P. Haggard, Y. Rossetti, & M. Kawato (Eds.), Sensorimotor foundations of higher cognition (pp. 527-574). Oxford:Oxford University Press.
Dehaene, S., & Cohen, L. (1997). Cerebral pathways for calculation:Double dissociation between rote verbal and quantitative knowledge of arithmetic. Cortex, 33(2), 219-250, doi:10.1016/S0010-9452(08)70002-9.
De Smedt, B., & Boets, B. (2010). Phonological processing and arithmetic fact retrieval:Evidence from developmental dyslexia. Neuropsy-chologia, 48, 3973-3981, doi:10.1016/j.neuropsychologia.2010.10.018.
De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108(2), 278-292, doi:10.1016/j.jecp.2010.09.003.
De Smedt, B., Noël, M. P., Gilmore, C., & Ansari, D. (2013). How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior. Trends in Neuroscience & Education, 2(2), 48-55.
Dietrich, J. F., Huber, S., & Nuerk, H. C. (2015). Methodological aspects to be considered when measuring the approximate number system (ANS)-a research review. Frontiers in Psychology, 6, 295.
Di Filippo, G., & Zoccolotti, P. (2018). Analyzing global components in developmental dyscalculia and dyslexia. Frontiers in Psychology, 9, 171, doi:10.3389/fpsyg.2018.00171.
Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning disabilities. Current Directions in Psychological Science, 22(1), 23-27, doi:10.1177/0963721412469398.
Gilmore, C., Attridge, N., Clayton, S., Cragg, L., Johnson, S., Marlow, N., … Inglis, M. (2013). Individual differences in inhibitory control, not non-verbal number acuity, Correlate with Mathematics Achievement. PLoS One, 8(6), e67374, doi:10.1371/journal.pone.0067374.
Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668, doi:10.1038/nature07246.
He, L. X., Zhou, K., Zhou, T. G., He, S., & Chen, L. (2015). Topology-defined units in numerosity perception. Proceedings of the National Academy of Sciences of the United States of America, 112(41), E5647-E5655, doi:10.1073/pnas.1512408112.
Holloway, I., & Ansari, D. (2010). Developmental specialization in the right intraparietal sulcus for the abstract representation of numerical magnitude. Journal of Cognitive Neuroscience, 22(11), 2627-2637, doi:10.1162/jocn.2009.21399.
Hyde, D. C., Khanum, S., & Spelke, E. S. (2014). Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. Cognition, 131(1), 92-107, doi:10.1016/j.cognition.2013.12.007.
Inglis, M., & Gilmore, C. (2014). Indexing the approximate number system. Acta Psychologica, 145, 147-155, doi:10.1016/j.actpsy.2013.11.009.
Jordan, J. A., Wylie, J., & Mulhern, G. (2010). Phonological awareness and mathematical difficulty:A longitudinal perspective. British Journal of Developmental Psychology, 28(1), 89-107, doi:10.1348/026151010X485197.
Kaufmann, L., Vogel, S. E., Wood, G., Kremser, C., Schocke, M., Zimmerhackl, L. B., & Koten, J. W. (2008). A developmental fMRI study of nonsymbolic numerical and spatial processing. Cortex, 44(4), 376-385, doi:10.1016/j.cortex.2007.08.003.
Kibbe, M. M., & Feigenson, L. (2015). Young children ‘solve for x’ using the Approximate Number System. Developmental Science, 18(1), 38-49, doi:10.1111/desc.2014.18.issue-1.
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia:Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103(3), 309-324, doi:10.1016/j.jecp.2009.03.006.
Mammarella, I. C., Hill, F., Devine, A., Caviola, S., & Sz?cs, D. (2015). Math anxiety and developmental dyscalculia:A study on working memory processes. Journal of Clinical & Experimental Neurop-sychology, 37(8), 878-887.
Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability (Dyscalculia). Child Development, 82(4), 1224-1237, doi:10.1111/cdev.2011.82.issue-4.
Nieder, A., Freedman, D. J., & Miller, E. K. (2002). Representation of the quantity of visual items in the primate prefrontal cortex. Science, 297(5587), 1708-1711, doi:10.1126/science.1072493.
Peters, L., Bulthé, J., Daniels, N., Op de Beeck, H., & De Smedt, B. (2018). Dyscalculia and dyslexia:Different behavioral, yet similar brain activity profiles during arithmetic. NeuroImage:Clinical, 18, 663-674, doi:10.1016/j.nicl.2018.03.003.
Piazza, M. (2010). Neurocognitive start-up tools for symbolic number representations. Trends in Cognitive Sciences, 14(12), 542-551, doi:10.1016/j.tics.2010.09.008.
Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., … Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33-41, doi:10.1016/j.cognition.2010.03.012.
Piazza, M., & Izard, V. (2009). How humans count:Numerosity and the parietal cortex. The Neuroscientist, 15(3), 261-273, doi:10.1177/1073858409333073.
Price, G. R., Holloway, I., Räsänen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17(24), R1042-R1043, doi:10.1016/j.cub.2007.10.013.
Rousselle, L., & Noël, M. P. (2007). Basic numerical skills in children with mathematics learning disabilities:A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395, doi:10.1016/j.cognition.2006.01.005.
Rubinsten, O., & Henik, A. (2006). Double dissociation of functions in developmental dyslexia and dyscalculia. Journal of Educational Psychology, 98(4), 854-867, doi:10.1037/0022-0663.98.4.854.
Sawamura, H., Shima, K., & Tanji, J. (2002). Numerical representation for action in the parietal cortex of the monkey. Nature, 415(6874), 918-922, doi:10.1038/415918a.
Schwenk, C., Sasanguie, D., Kuhn, J. T., Kempe, S., Doebler, P., & Holling, H. (2017). (Non-)symbolic magnitude processing in children with mathematical difficulties:A meta-analysis. Research in Developmental Disabilities, 64, 152-167, doi:10.1016/j.ridd.2017.03.003.
Shalev, R. S. (2004). Developmental dyscalculia. Journal of Child Neurology, 19(10), 765-771, doi:10.1177/08830738040190100601.
Soltész, F., Szücs, D., & Szücs, L. (2010). Relationships between magnitude representation, counting and memory in 4-to 7-year-old children:A developmental study. Behavioral and Brain Functions, 6, 13, doi:10.1186/1744-9081-6-13.
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491, doi:10.1037/0022-0663.96.3.471.
Szücs, D., Devine, A., Soltesz, F., Nobes, A., & Gabriel, F. (2013). Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment. Cortex, 49(10), 2674-2688, doi:10.1016/j.cortex.2013.06.007.
Träff, U., Desoete, A., & Passolunghi, M. C. (2017). Symbolic and non-symbolic number processing in children with developmental dyslexia. Learning & Individual Differences, 56, 105-111.
van der Stam, T. (2014). Common factors in dyslexia and dyscalculia:Is phonological awareness the key? (Unpublished master's thesis). Utrecht University, Utrecht.
Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., & Pennington, B. F. (2013). Comorbidity between reading disability and math disability:Concurrent psychopathology, functional impairment, and neuropsychological functioning. Journal of Learning Disabilities, 46(6), 500-516, doi:10.1177/0022219413477476.
Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. In D. Coch, G. Dawson, & K. W. Fischer (Eds.), Human behavior, learning, and the developing brain:Atypical development (pp. 212-238). New York:Guilford Press.
Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain, & Education, 3(4), 224-234.

[1]	梁菲菲, 向颖, 武浩, 韩洋. 汉语发展性阅读障碍小学生词边界划分的发展研究[J]. 心理与行为研究, 2021, 19(6): 757-763.
[2]	范奕敏, 张湘琳, 曹玉卿, 李虹. 小学生阅读障碍行为筛查家长问卷的编制及信效度检验[J]. 心理与行为研究, 2021, 19(4): 521-527.
[3]	孟红霞, 白学军, 谭珂, 杨宇. 间距和语义对阅读障碍儿童拥挤效应的影响[J]. 心理与行为研究, 2020, 18(4): 510-516.
[4]	杨宇, 马杰, 谭珂, 张明哲, 白学军. 汉语发展性阅读障碍儿童的快速命名缺陷[J]. 心理与行为研究, 2019, 17(5): 652-661.
[5]	季雨竹, 张逸玮, 毕鸿燕. 汉语发展性阅读障碍儿童的视觉大细胞-背侧通路功能[J]. 心理与行为研究, 2018, 16(5): 577-582.
[6]	张曼莉, 孟祥芝, 郑小蓓. 中文阅读障碍儿童的时间加工缺陷:来自知觉学习干预研究的证据[J]. 心理与行为研究, 2018, 16(5): 583-593,623.
[7]	白学军, 张明哲, 孟红霞, 谭珂, 王雯. 词边界信息对发展性阅读障碍儿童朗读和默读影响的眼动研究[J]. 心理与行为研究, 2018, 16(5): 594-602.
[8]	郭志英, 谭珂, 宋星, 彭国慧, 白学军. 视觉复杂性和字间距调节汉语发展性阅读障碍儿童的视觉拥挤效应:来自眼动的证据[J]. 心理与行为研究, 2018, 16(5): 603-611.
[9]	谭珂, 马杰, 连坤予, 郭志英, 白学军. 双重缺陷汉语发展性阅读障碍儿童的言语工作记忆和阅读能力研究[J]. 心理与行为研究, 2018, 16(3): 308-314,354.
[10]	田梦雨,张熙,张逸玮,毕鸿燕. 汉语发展性阅读障碍儿童的不同视野注意能力[J]. 心理与行为研究, 2016, 14(3): 289-297.
[11]	刘艳, 陶云, 王晓曦, 马谐, 陈睿, 李思齐2. 发展性阅读障碍与工作记忆损伤研究进展*[J]. 心理与行为研究, 2015, 13(6): 846-852.
[12]	余雪, 刘翔平, 王硕, 刘议泽,. 汉语阅读障碍儿童语素意识缺损实质[J]. 心理与行为研究, 2015, 13(4): 506-510.
[13]	熊建萍，闫国利. 汉语发展性阅读障碍儿童的主要亚类型分析^*[J]. 心理与行为研究, 2014, 12(4): 496-500.
[14]	张婵, 盖笑松. 汉语阅读障碍儿童的阅读流畅性研究[J]. 心理与行为研究, 2013, 11(3): 340-345.
[15]	张微. 两种符号检索条件下注意缺陷多动障碍和阅读障碍儿童的表现[J]. , 2013, 11(1): 78-83.