计算障碍儿童缺陷机制- - 数字心理表征缺陷的干预应答研究

Dyscalculia is one main type of learning disabilities that can affect school-aged children, the prevalence of which is about 6%. Dyscalculia is a life-long problem; the manifestations of which generally change with age and grade. Therefore, it significantly affects individual's learning and development. Present researches suggest that the core deficit in dyscalculia lies in abnormality in mental number representation and a lack of empirical research on intervention. Based on the theory of response to intervention, adopting case-control repeated measurements study methods, the present research will measure the changes on aspects of mental number representational distance and order effect of dyscalculia children before and after the cognitive intervention training with simultaneously ERP (event-related potentials) monitoring technology. The purposes of the present study are: to explore the effects of cognitive training on the intervention of dyscalculia in children with it from brain mechanism point of view; to further validate the accuracy of mental number representation deficit theory; and finally, to lay the basis for the perfection of etiological theories of dyscalculia. Furthermore, the data from the ERP measures would provide more objective physiological indicators for the diagnosis of dyscalculia in children.

计算障碍是儿童学习困难的主要类型之一,发生率为6%左右。儿童计算能力低下将持续终生，并在不同年级表现出不同症状，对个体的学习和发展造成不良影响。目前研究表明，儿童计算障碍的核心缺陷可能是数字心理表征的异常，但尚缺乏干预型实证研究。本课题设计基于干预-应答型理论，拟采用病例对照重复测量的研究方法，运用ERP（事件相关电位）技术实时监测，分别测量认知训练前后，计算障碍儿童数字心理表征距离与顺序效应的变化特征，目的在于从脑机制层面探明认知训练在干预儿童计算障碍中的作用，并进一步验证数字心理表征缺陷理论的准确性，为完善计算障碍的病因理论提供依据。

计算障碍，又叫数学学习困难，数学学习障碍，简称数困或数障，是一种由于数学能力的缺陷而导致的学生在数学学习上的落后，即明显落后于同年龄或同年级水平的现象，主要表现为计算错误、运算法则混乱、阅读和书写困难、问题解决能力较差以及空间组织困难等。从流行特征来看，国外儿童数学学习困难的发生率为3%-6%，国内为4.71-6%左右。儿童的数学计算能力低下将持续终生，并在不同年级表现出不同症状，对个体的学习和发展造成不良影响。因此，探索数学学习困难儿童的发生机制，并探索矫正方法，提高数困儿童的数学能力具有极大的理论和现实意义。. 计算障碍儿童的数字心理表征存在一定的缺陷，但数字心理表征是否为计算障碍的核心缺陷尚存在争议。本课题设计基于干预-应答型理论，采用病例对照重复测量的研究方法，采用数字距离效应作为观测指标，运用ERP（事件相关电位）技术实时监测，分别测量认知训练前后，计算障碍儿童数字心理表征距离变化特征，探明认知训练在干预儿童计算障碍中的作用。行为学和ERP指标结果均表明短时训练可以改善计算障碍儿童的即时数学加工任务成绩,可以缩短加工反应时，降低加工错误率。通过对计算障碍儿童及母亲的辅导需求和压力状态的流行病学调查表明，长时干预训练需要将认知训练与心理干预相结合开展综合干预。本课题研究的结果表明，数字心理表征功能是儿童数学加工的基础过程，通过在加工过程中给予信息提示干预，可以改善计算障碍儿童数字心理表征能力，进而提高数字加工成绩。