Executive Function and Planning Features of Students With Different Types of Learning Difficulties in Chinese Junior Middle School

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2020-06-19 DOI:10.1177/0731948720929006

Meiqi Deng, D. Cai, Xuan Zhou, A. Leung

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引用次数: 9

Abstract

The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when compared to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found among the MD, RD, and TD groups on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD. Intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties.

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中国初中不同类型学习困难学生的执行功能与计划特征

本研究的目的是调查不同类型学习困难学生的执行功能和计划特征。对有数学困难（MD；n=17）、阅读困难（RD；n=12）及其共性（MDRD；n=22）的学生，以及典型的学业发展同龄人（TD；n=22。结果显示，各组在各种认知测量方面存在显著差异。与TD组相比，MD、RD和MDRD组的学生在所有工作记忆、抑制和计划任务方面表现较差。与其他组相比，MDRD组表现出整体较弱，表明患有MDRD的学生存在严重的认知缺陷。RD组在对需要言语技能的任务的抑制和计划方面表现出缺陷；医学博士生在数字相关任务的抑制和计划方面表现出缺陷。然而，MD、RD和TD组在工作记忆方面没有发现显著差异。研究结果对理解MD、RD和MDRD的认知特征具有启示意义。针对抑制和计划的干预计划可能有助于提高学习困难学生的阅读和数学成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.