探索唐氏综合症患者的相对优势:空间思维及其在数学中的作用。

IF 1.8 2区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Su Morris , Emily K. Farran , Katie Gilligan-Lee
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引用次数: 0

摘要

有令人信服的证据表明,训练空间能力可以提高发育正常(TD)儿童的数学成绩。然而,缺乏有关唐氏综合症(DS)患者数学发展和空间数学关联的信息,阻碍了这些干预措施的转化。在此,我们建立了数学发展轨迹,并探讨了空间能力是否能预测唐氏综合症患者在不同数学测量中的成绩。DS 儿童(36 人,9-35 岁)和 TD 儿童(132 人,4-11 岁)完成了三组任务:评估空间思维不同子域的空间任务;评估早期数学技能、数学推理、算术和几何的数学任务;以及智商任务。数学成绩的发展轨迹与心理年龄的对比显示,DS 组和 TD 组的数学成绩发展轨迹的起点相似,发展速度也相似。此外,在控制言语技能后,空间技能解释了不同数学任务中数学成绩差异的5.8%至18.1%,而且DS组和智力年龄匹配的TD组的空间-数学关系模式相似。这表明,DS 组儿童的数学发展似乎与 TD 组儿童的数学发展相仿,仅有延迟的迹象。在 DS 群体中观察到了强烈的空间-数学关系,就像在 TD 参与者中观察到的一样。这是支持设计和使用空间干预来提高 DS 患者数学水平所需的重要初步知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics

There is convincing evidence that training spatial abilities leads to improved mathematics performance in typically developing (TD) children. However, a lack of information on mathematical development and spatial–mathematical associations in people with Down syndrome (DS) hinders the translation of these interventions. Here, we established developmental trajectories of mathematics and explored whether spatial ability predicts attainment on different mathematics measures in individuals with DS. Participants with DS (n = 36; ages 9–35 years) and TD children (n = 132; ages 4–11 years) completed three groups of tasks: spatial tasks assessing different subdomains of spatial thinking; mathematics tasks assessing early mathematics skills, mathematical reasoning, arithmetic, and geometry; and IQ tasks. The developmental trajectories of mathematics performance against mental age revealed similar starting points of the trajectories and similar rates of development for DS and TD groups. Furthermore, after controlling for verbal skills, spatial skills explained 5.8% to 18.1% of the variation in mathematical performance across different mathematics tasks, and the pattern of spatial–mathematical relations was similar for DS and mental age-matched TD groups. This shows that mathematical development in DS groups appears to mirror that in TD children, indicative of delay only. Strong spatial–mathematical relations were observed for individuals with DS, like those seen for TD participants. This is the vital preliminary knowledge needed to support the design and use of spatial intervention for improving mathematics in individuals with DS.

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来源期刊
CiteScore
4.50
自引率
7.70%
发文量
190
期刊介绍: The Journal of Experimental Child Psychology is an excellent source of information concerning all aspects of the development of children. It includes empirical psychological research on cognitive, social/emotional, and physical development. In addition, the journal periodically publishes Special Topic issues.
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