دانلود مقاله ISI انگلیسی شماره 73674
ترجمه فارسی عنوان مقاله

دستاورد ریاضی، پردازش عددی، و کارکردهای اجرایی در دختران مبتلا به سندرم ترنر: آیا دختران مبتلا به سندرم ترنر اختلال یادگیری در ریاضی دارند؟

عنوان انگلیسی
Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability?
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
73674 2010 12 صفحه PDF
منبع

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

Journal : Learning and Individual Differences, Volume 20, Issue 2, April 2010, Pages 70–81

ترجمه کلمات کلیدی
سندرم ترنر؛ حساب نارسا؛ ناتوانی های یادگیری ریاضی؛ حافظه کاری؛ پردازش عددی
کلمات کلیدی انگلیسی
Turner syndrome; Dyscalculia; Mathematical learning disabilities; Working memory; Numerical processing
پیش نمایش مقاله
پیش نمایش مقاله  دستاورد ریاضی، پردازش عددی، و کارکردهای اجرایی در دختران مبتلا به سندرم ترنر: آیا دختران مبتلا به سندرم ترنر اختلال یادگیری در ریاضی دارند؟

چکیده انگلیسی

Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math achievement test, did not suggest that girls with Turner syndrome have math learning difficulty (MLD). However, analyses did reveal lower efficiency on timed executive function tasks, among girls with Turner syndrome, who traded accuracy for speed under mild to moderate working memory demands. In Study 2 we compared numerical processing skills of 6th graders who had either Turner syndrome, MLD, low math achievement, or typical achievement in math. A numerical decomposition task revealed numerical processing deficits for the Turner syndrome and MLD groups, relative to typically achieving students. The relative difficulties in how numerical processing vs. working memory demands affected performance accuracy differed among groups, with the former demands leading to more performance difficulties in the Turner syndrome group. Our findings support the notion that girls with Turner syndrome recruit different strategies than their peers during allegedly basic numerical processing, that numerical processing deficits vs. executive function deficits underlie their difficulties with mathematics, and that math difficulties among these girls may not be apparent on untimed tests. These finding have implications for a possible manifestation of MLD.