Psychological Research-Psychologische Forschung最新文献_第9页

Hypervigilance strikes a balance between external and internal attention: behavioral and modeling evidence from the switching attention task. 过度警觉在外部和内部注意力之间取得平衡：来自注意力转换任务的行为和模型证据。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-12 DOI: 10.1007/s00426-024-02028-6

Nan Wang, Sam Verschooren, Luc Vermeylen, Ivan Grahek, Gilles Pourtois

{"title":"Hypervigilance strikes a balance between external and internal attention: behavioral and modeling evidence from the switching attention task.","authors":"Nan Wang, Sam Verschooren, Luc Vermeylen, Ivan Grahek, Gilles Pourtois","doi":"10.1007/s00426-024-02028-6","DOIUrl":"10.1007/s00426-024-02028-6","url":null,"abstract":"Hypervigilance involves increased attentional scanning of the environment to facilitate the detection of possible threats. Accordingly, this state is mostly bound to external attention and as a corollary, it might be detrimental to internal attention and further affect attentional balance defined as the ability to switch dynamically between these two domains. In the current study, we aimed to address this question and induced hypervigilance in 49 healthy participants through the presentation of a task-unrelated aversive sound while they performed the switching attention task (SAT), which was previously devised to study attentional balance. The skin conductance response results, as well as subjective sound ratings, confirmed that the hypervigilance manipulation was successful. At the behavioral level, hypervigilance led to a more symmetrical balance between internal and external attention compared to the control and neutral conditions, where it was asymmetrical, replicating previous studies. Moreover, using a drift diffusion model, we found that hypervigilance reduced the drift rate for internal repetition trials, suggesting that hypervigilance possibly caused an impaired shielding of internal attention.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":"89 1","pages":"3"},"PeriodicalIF":2.2,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of inverting decades and units on the retention of two-digit numbers in working memory: a matter of the output mode. 颠倒年代和单位对工作记忆中保留两位数的影响：输出模式问题。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-11 DOI: 10.1007/s00426-024-02046-4

Maisam Hayek, Avi Karni, Zohar Eviatar

{"title":"The effect of inverting decades and units on the retention of two-digit numbers in working memory: a matter of the output mode.","authors":"Maisam Hayek, Avi Karni, Zohar Eviatar","doi":"10.1007/s00426-024-02046-4","DOIUrl":"10.1007/s00426-024-02046-4","url":null,"abstract":"Number-word structure affects transcoding and relates to working memory capacity (WMc). We tested the relationship between the structure of number-words (inverted \"Units-Decades (UD) format\" or not \"Decades-Units (DU) format\") and performance on the digit span task for recalling two-digit number-words presented verbally, using two modes of output. University students, native speakers of Arabic, who were also highly proficient in Hebrew, and native speakers of Hebrew, were asked to response by typing Arabic digits or recalling numbers verbally. Arabic and Hebrew speakers were equal in WMc for one-digit numbers in the two modes. However, when inversion was presented, performance was related to output and participants habits. In the typing response, both groups showed better performance for the DU format. In the native language (standard format), Arabic speakers (UD) remembered fewer numbers than Hebrew speakers (DU). Arabic speakers show inversion errors even in the noninverted format. For verbal responses, there were no differences between the groups in their standard format, and native speakers of Arabic weren't affected by the format, while Hebrew speakers still preferred the DU format. Experience with inverted and noninverted language affected WMc but is also related to the output demands.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":"89 1","pages":"2"},"PeriodicalIF":2.2,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11554729/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Post-error slowing during motor sequence learning under extrinsic and intrinsic error feedback conditions. 外在和内在错误反馈条件下的运动序列学习过程中的错误后减速。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-09 DOI: 10.1007/s00426-024-02037-5

Hassan Ali, Alex Chatburn, Maarten A Immink

{"title":"Post-error slowing during motor sequence learning under extrinsic and intrinsic error feedback conditions.","authors":"Hassan Ali, Alex Chatburn, Maarten A Immink","doi":"10.1007/s00426-024-02037-5","DOIUrl":"10.1007/s00426-024-02037-5","url":null,"abstract":"Post-error slowing, described as an error-corrective index of response binding during motor sequence learning, has only been demonstrated in the serial reaction time task under conditions where extrinsic error feedback is presented. The present experiment investigated whether post-error slowing is dependent on, or is influenced by, extrinsic error feedback. Thirty participants (14 females, Mage = 21.9 ± 1.8 years) completed the serial reaction time task with or without presentation of extrinsic error feedback. Post-error slowing was observed following response error whether feedback was presented or not. However, presentation of extrinsic error feedback increased post-error slowing across practice and extended the number of responses that were slowed following an error. There was no evidence of feedback effects on motor sequence learning or explicit awareness. Instead, feedback appeared to function as a performance factor that reduced response error rates relative to no feedback conditions. These findings illustrate that post-error slowing in motor sequence learning is not reliant on or a result of presentation of extrinsic error information. More specific to the serial reaction time task paradigm, the present findings demonstrate that the common practice of presenting error feedback is not necessary for investigating motor sequence learning unless the aim is to maintain low error rate. However, doing so might inflate reaction time in latter training blocks.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":"89 1","pages":"1"},"PeriodicalIF":2.2,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency. 正字法、语音和语义技能与算术流利性的相互联系。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-07-22 DOI: 10.1007/s00426-024-02005-z

Jing Lyu, Jiaxin Cui, Fan Yang, Xing Gao, Zhanling Cui, Xinlin Zhou

{"title":"The interconnection of orthographic, phonetic, and semantic skills with arithmetic fluency.","authors":"Jing Lyu, Jiaxin Cui, Fan Yang, Xing Gao, Zhanling Cui, Xinlin Zhou","doi":"10.1007/s00426-024-02005-z","DOIUrl":"10.1007/s00426-024-02005-z","url":null,"abstract":"Arithmetic fluency is considered considers highly rely on language processing, encompassing essential skills. However, the independent predictive power of phonetic, semantic, or orthographic skills in relation to arithmetic fluency remains an unresolved query. This study introduces the common component hypothesis to elucidate the inconsistent findings in previous research. The hypothesis posits that significant correlations between language and mathematics hinge on whether the language and mathematics utilized in a given task share a common component. According to this hypothesis, processing skills for each of the three fundamental language elements (i.e., phonetic, semantic, orthographic) should correlate with arithmetic fluency, as these elements are also integral to simple arithmetic processing. A cohort of one hundred and ninety-eight primary school students participated in the study, undertaking a battery of tests assessing general cognitive abilities, psycholinguistic elements, and arithmetic fluency. The results showed that orthographic, phonetic, and semantic abilities independently predicted arithmetic fluency, even after accounting for all other cognitive predictors. These findings substantiate the common component hypothesis, providing empirical support for explaining the association between language and mathematics. This evidence contributes to addressing the interplay between language and mathematics in educational contexts.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2320-2334"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies. 用不同的语言思考数字：多语言对数字和数学能力的影响综述。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-07-26 DOI: 10.1007/s00426-024-01997-y

Christine Schiltz, Rémy Lachelin, Vera Hilger, Mila Marinova

{"title":"Thinking about numbers in different tongues: An overview of the influences of multilingualism on numerical and mathematical competencies.","authors":"Christine Schiltz, Rémy Lachelin, Vera Hilger, Mila Marinova","doi":"10.1007/s00426-024-01997-y","DOIUrl":"10.1007/s00426-024-01997-y","url":null,"abstract":"In an increasingly multilingual and multicultural world, understanding the interactions between language and mathematics is critical, especially when individuals must acquire and exercise their mathematical competencies in multiple languages. Indeed, research shows that, overall, L2 language learners are at an academic disadvantage compared to their L1 peers. The current article briefly overviews how multilingualism influences basic and advanced mathematical skills and interacts with mathematical learning difficulties. We first outline the traditional cognitive models of number learning and language processing. We then discuss the particularities of multilingualism and how it impacts numerical skills such as counting and building lexical-semantic associations, transcoding and arithmetic, mathematical word problems and mathematical performance tests, and dyscalculia diagnosis. We end this review by outlining challenges, recommendations, and solutions for multilingual educational settings. The article is intended as a guide for numerical cognition researchers who work with diverse populations and for mathematics educators and educational policy-makers facing the challenges of a multilingual classroom.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2416-2431"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141767636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Financial scarcity and financial avoidance: an eye-tracking and behavioral experiment. 金融稀缺与金融规避：眼球追踪与行为实验。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-08-19 DOI: 10.1007/s00426-024-02019-7

Leon P Hilbert, Marret K Noordewier, Lisa Seck, Wilco W van Dijk

{"title":"Financial scarcity and financial avoidance: an eye-tracking and behavioral experiment.","authors":"Leon P Hilbert, Marret K Noordewier, Lisa Seck, Wilco W van Dijk","doi":"10.1007/s00426-024-02019-7","DOIUrl":"10.1007/s00426-024-02019-7","url":null,"abstract":"When having less money than needed, people experience financial scarcity. Here, we conducted a laboratory experiment to investigate whether financial scarcity increases financial avoidance - the tendency to avoid dealing with ones finances. Participants completed an incentivized task where they managed the finances of a household by earning income and paying expenses across multiple rounds. We manipulated participants' financial situation such that they either had sufficient (financial abundance) or insufficient (financial scarcity) financial resources. At the end of each round, participants received an additional expense in the form of a letter. To measure financial avoidance in the form of attentional disengagement, we used an eye-tracker and assessed whether participants in the financial scarcity condition avoided looking at the expense letters. As a behavioral measure of financial avoidance, participants had the option to delay the payment of these expenses until the end of the experiment at no additional cost. Results showed no effect of financial scarcity on the eye-tracking measure, but there was an effect on the behavioral measure: Participants that experienced financial scarcity were more likely to delay payments. The behavioral finding corroborates the notion that financial scarcity can lead to financial avoidance. We explore potential reasons for the null-effect on the eye-tracking measure and discuss how future research can build upon our findings.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2211-2220"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11522046/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142001091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Taylor Swift does not boost face recognition in reaction time-based Concealed Information Test: investigating target-familiarity effects. 泰勒-斯威夫特（Taylor Swift）在基于反应时间的隐蔽信息测试中不会提高人脸识别能力：研究目标熟悉效应。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-09-04 DOI: 10.1007/s00426-024-02003-1

Laure Z Kohn Lukic, Nele Möck, Bruno Verschuere, Melanie Sauerland

{"title":"Taylor Swift does not boost face recognition in reaction time-based Concealed Information Test: investigating target-familiarity effects.","authors":"Laure Z Kohn Lukic, Nele Möck, Bruno Verschuere, Melanie Sauerland","doi":"10.1007/s00426-024-02003-1","DOIUrl":"10.1007/s00426-024-02003-1","url":null,"abstract":"Eyewitness identifications from lineups are prone to error. More indirect identification procedures, such as the reaction-time based Concealed Information Test (RT-CIT) could be a viable alternative to lineups. The RT-CIT uses response times to assess facial familiarity. Theory and initial evidence with autobiographical stimuli suggests that the accuracy of RT-CIT can be augmented when participants' reliance on familiarity-based responding increases. We tested this assumption in two pre-registered experiments with 173 participants. Participants witnessed a mock crime. In the subsequent RT-CIT protocol, participants reacted to probe faces from the mock crime video, to irrelevant faces, and to target faces that required a unique response. Targets were either unknown people or were well-known celebrities (e.g., Taylor Swift). As expected, reaction times were longer to probes than to irrelevants in all conditions, indicating a CIT effect. Contrasting our pre-registered predictions, the CIT effect was not larger in the familiar condition (Experiment 1: unfamiliar targets: d = 0.77 vs. celebrity targets: d = 0.24; Experiment 2: unfamiliar targets: d = 1.09 vs. celebrity targets: d = 0.79). This suggests that familiar targets did not increase the validity of the RT-CIT in diagnosing concealed face recognition. A potential lack of saliency of the familiar targets might explain these unexpected findings. Of note, we did find medium to large effect sizes overall, speaking to the potential of diagnosing face recognition with the RT-CIT.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2292-2302"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11522165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What pupil size can and cannot tell about math anxiety. 从瞳孔大小可以看出数学焦虑，从瞳孔大小不能看出数学焦虑。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-08-24 DOI: 10.1007/s00426-024-02020-0

Elvio Blini, Giovanni Anobile, Roberto Arrighi

{"title":"What pupil size can and cannot tell about math anxiety.","authors":"Elvio Blini, Giovanni Anobile, Roberto Arrighi","doi":"10.1007/s00426-024-02020-0","DOIUrl":"10.1007/s00426-024-02020-0","url":null,"abstract":"Math Anxiety (MA) consists of excessive fear and worry about math-related situations. It represents a major barrier to numerical competence and the pursuit of STEM careers. Yet, we currently do not dispose of many tools that can capture its multifaceted nature, e.g. moving beyond the exclusive reliance on self-reports and meta-cognition. Here we sought to probe Pupil Size (PS) as a viable tool in the study of MA by administering arithmetic problems to university students in the humanities (N = 70) with various levels of MA. We found that arithmetic competence and performance are indeed negatively associated with MA, and this is accurately tracked by PS. When performance is accounted for, MA does not further modulate PS (before, during, or after calculation). However, the latency of PS peak dilation can add a significant contribution to predicting MA scores, indicating that high MA may be accompanied by more prolonged cognitive effort. Results show that MA and mathematical competence may be too crystalized in young university students to be discernible. We therefore call for early educational interventions to tackle and mitigate this dysfunctional association early on.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2455-2468"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11522078/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of motor effort on the sensorimotor number system. 运动努力对感觉运动数字系统的作用。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-07-09 DOI: 10.1007/s00426-024-02002-2

Alessandro Benedetto, Eleonora Chelli, Irene Petrizzo, Roberto Arrighi, Giovanni Anobile

{"title":"The role of motor effort on the sensorimotor number system.","authors":"Alessandro Benedetto, Eleonora Chelli, Irene Petrizzo, Roberto Arrighi, Giovanni Anobile","doi":"10.1007/s00426-024-02002-2","DOIUrl":"10.1007/s00426-024-02002-2","url":null,"abstract":"The integration of numerical information with motor processes has emerged as a fascinating area of investigation in both animal and human cognition. The interest in a sensorimotor number system has recently generated neurophysiological and psychophysical evidence which combine to highlight the importance of motor functions in the encoding of numerical information. Nevertheless, several key questions remain, such as the influence of non-numerical motor parameters over numerical perception. Here we tested the role of physical effort, a parameter positively correlated with the number of actions, in modulating the link between hand-actions and visual numerosity perception. Effort was manipulated during sensorimotor adaptation as well as during a new actions-estimation paradigm. The results of Experiment 1 shows that physical effort in the absence of actions (passive effort) is not sufficient to activate the sensorimotor number system, indicating that self-produced actions are instead necessary. Further experiments demonstrated that effort is marginally integrated during motor adaptation (Experiment 2) but discarded when estimating the number of self-produced hand actions (Experiment 3). Overall, the results indicate that the sensorimotor number system is largely fed by the number of discrete actions rather than the amount of effort but also indicates that effort (under specific circumstances) might be integrated. These findings provide novel insights into the sensorimotor numerical integration, paving the way for future investigations, such as on its functional role.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2432-2443"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11522110/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Performance on curriculum-based mathematics assessments in developmental dyscalculia: the effect of content domain and question format. 以课程为基础的数学评估在发展性计算障碍中的表现：内容领域和问题形式的影响。

IF 2.2 3区心理学

Psychological Research-Psychologische Forschung Pub Date : 2024-11-01 Epub Date: 2024-08-08 DOI: 10.1007/s00426-024-02015-x

Alison Roulstone, Kinga Morsanyi, Julia Bahnmueller

{"title":"Performance on curriculum-based mathematics assessments in developmental dyscalculia: the effect of content domain and question format.","authors":"Alison Roulstone, Kinga Morsanyi, Julia Bahnmueller","doi":"10.1007/s00426-024-02015-x","DOIUrl":"10.1007/s00426-024-02015-x","url":null,"abstract":"Developmental Dyscalculia (DD) is characterised by persistent difficulties in learning mathematical skills, which usually becomes apparent in the early years of schooling. Traditionally, DD is known to affect children's arithmetic processing, whilst other domains of mathematics receive much less research attention. Nevertheless, contemporary diagnostic guidelines suggest that DD is linked to widespread and diverse difficulties, both within and outside of the domain of numbers. This study examined the performance (i.e., accuracy and number of questions attempted) of children on a curriculum-based mathematics assessment, considering the effect of content domains, question format (i.e., multiple-choice questions vs. constructed response questions) and test half. Participants were forty children aged 8 to 11 years old with DD (n = 20) and a carefully matched control group of typically developing children (n = 20) from primary schools in Northern Ireland. Results revealed that the DD group achieved significantly lower scores than the control group across all areas of the curriculum, and the magnitude of group differences was similar across all content domains. These findings indicate that performance in content domains other than in arithmetic may be equally informative in supporting the identification of children with DD. In addition, we found that using multiple-choice questions may support learners with DD in achieving the best outcome, and, thus, could be useful for assessing mathematics skills in dyscalculic children in classroom contexts. Nevertheless, constructed response questions may show the greatest sensitivity to identifying learners at risk, and could be the most useful in diagnostic settings.","PeriodicalId":48184,"journal":{"name":"Psychological Research-Psychologische Forschung","volume":" ","pages":"2444-2454"},"PeriodicalIF":2.2,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11522108/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0