دانلود مقاله ISI انگلیسی شماره 73696
عنوان فارسی مقاله

قضاوت تطبیق عددی در کودکان مبتلا به ناتوانی های یادگیری ریاضی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73696 2013 8 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Numerical matching judgments in children with mathematical learning disabilities
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Research in Developmental Disabilities, Volume 34, Issue 10, October 2013, Pages 3182–3189

کلمات کلیدی
وظیفه تطبیق عددی - ناتوانی های یادگیری ریاضی؛ نقصان دسترسی
پیش نمایش مقاله
پیش نمایش مقاله قضاوت تطبیق عددی در کودکان مبتلا به ناتوانی های یادگیری ریاضی

چکیده انگلیسی

Both deficits in the innate magnitude representation (i.e. representation deficit hypothesis) and deficits in accessing the magnitude representation from symbols (i.e. access deficit hypotheses) have been proposed to explain mathematical learning disabilities (MLD). Evidence for these hypotheses has mainly been accumulated through the use of numerical magnitude comparison tasks. It has been argued that the comparison distance effect might reflect decision processes on activated magnitude representations rather than number processing per se. One way to avoid such decisional processes confounding the numerical distance effect is by using a numerical matching task, in which children have to indicate whether two dot-arrays or a dot-array and a digit are numerically the same or different. Against this background, we used a numerical matching task to examined the representation deficit and access deficit hypotheses in a group children with MLD and controls matched on age, gender and IQ. The results revealed that children with MLD were slower than controls on the mixed notation trials, whereas no difference was found for the non-symbolic trials. This might be in line with the access deficit hypothesis, showing that children with MLD have difficulties in linking a symbol with its quantity representation. However, further investigation is required to exclude the possibility that children with MLD have a deficit in integrating the information from different input notations.

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