发展性计算障碍的最新研究进展

摘要/Abstract

摘要： 发展性计算障碍是一种影响算术技能获得的特定的学习障碍。截至目前,有关发展性计算障碍的认知与神经机制的理论尚存分歧,有关诊断与鉴别标准也未统一。近年来,对于发展性计算障碍的理论假设有从一般认知因素取向到数学特定因素取向发展的趋势。而随着脑成像技术的不断发展,对于发展性计算障碍神经机制的研究也从针对单个脑区的特异性功能发展到从功能连接网络角度进行研究。并且研究者们开始尝试开发基于数学认知基本理论的干预方法,并采用了利用生物技术手段的新方法。基因-脑-行为的整合研究将有助于全面揭示发展性计算障碍的发生机制,而建立在系统理论基础上经过科学评估的干预手段将可能有效促进障碍者的计算能力。

关键词: 发展性计算障碍, 认知神经机制, 脑功能连接, 干预

Abstract: There have been growing numbers of researches conducted on developmental dyscalculia these years. However, there are still controversies on the mechanism of how dyscalculia developed, and the diagnosis criteria as well. Recent researches have suggested that the main cause of developmental dyscalculia could be a selective deficit in a domain-specific capacity instead of the claim of more domain-general cognitive deficit. The researches on the neural mechanisms of developmental dyscalculia have also shifted from focusing on single brain area to the new approach of investigating the brain functional connectivity between various locations. On the basis of research on the cognitive and neural mechanism of developmental dyscalculia, researchers have tried to apply the theoretic finding into educational practice. And in the future, the new finding towards the mechanism and the intervention effect of developmental dyscalculia is expected from integrated data from behavioral, neural and genetic perspectives.

Key words: Developmental dyscalculia, Cognitive and neural mechanism, Functional connectivity, Intervention

中图分类号:

B844.1

赵晖, 路浩, 张树东. 发展性计算障碍的最新研究进展[J]. 心理发展与教育, 2013, 29(4): 441-448.

ZHAO Hui, LU Hao, ZHANG Shu-dong. Advances in the Research of Developmental Dyscalculia[J]. Psychological Development and Education, 2013, 29(4): 441-448.

参考文献

Ansari, D. (2008). Effects of development and enculturation on number representation in the brain. Nature Reviews. Neuroscience, 9(4), 278-291.
Ashkenazi, S., Rosenberg-Lee, M., Tenison, C., & Menon, V. (2012). Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia. Developmental cognitive neuroscience, 2 Suppl 1, S152-166.
Brannon, E. M. (2006). The representation of numerical magnitude. Current Opinion in Neurobiology, 16(2), 222-229.
Brannon, E. M., & Terrace, H. S. (2000). Representation of the numerosities 1-9 by rhesus macaques (Macaca mulatta). Journal of Experimental Psychology Animal Behavior Processes, 26, 31-49.
Bull, R., & Johnston, R. S. (1997). Children's Arithmetical Difficulties: Contributions from Processing Speed, Item Identification, and Short-Term Memory. Journal of experimental child psychology, 65(1), 1-24.
Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology, 19(3), 273-293.
Butterworth, B. (1999). The mathematical brain. London: Macmillan. 267-272.
Butterworth, B. (2005). Developmental Dyscalculia. In J. Campbell (Ed.), Handbook of Mathematical Cognition. New York: Psychology Press. 455-467.
Butterworth, B. (2010). Foundational numerical capacities and the origins of dyscalculia. Trends in Cognitive Science, 14(12), 534-541.
Butterworth, B., Cipolotti, L., & Warrington, E. K. (1996). Short term Memory Impairment and Arithmetical Ability. The Quarterly Journal of Experimental Psychology A, 49(1), 251-262.
Butterworth, B., & Laurillard, D. (2010). Low numeracy and dyscalculia: identification and intervention. ZDM Mathematics Education, 42(6), 527-539.
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332(6033), 1049-1053.
Callaway, E. (2013). Dyscalculia: Number games. Nature, 493(7431), 150-153.
Cappelletti, M., Butterworth, B., & Kopelman, M. (2001). Spared numerical abilities in a case of semantic dementia. Neuropsychologia, 39(11), 1224-1239.
Cohen, L., Dehaene, S., Chochon, F., Lehericy, S., & Naccache, L. (2000). Language and calculation within the parietal lobe: a combined cognitive, anatomical and fMRI study. Neuropsychologia, 38(10), 1426-1440.
Cohn, R. (1968). Developmental dyscalculia. Pediatric Clinics of North America, 15(3), 651-668.
Davis, N., Cannistraci, C. J., Rogers, B. P., Gatenby, J. C., Fuchs, L. S., Anderson, A. W., & Gore, J. C. (2009). Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill. Neuropsychologia, 47(12), 2470-2479.
De Smedt, B., & Gilmore, C. K. (2011). Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties. Journal of Experimental Child Psychology, 108(2), 278-292.
Dehaene, S. (2011). The number sense: How the mind creates mathematics. The Second Edition. New York: Oxford University Press, InC. 272-275.
Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuro-psychological performance: A longitudinal study. Cognition, 68(2), B63-B70.
Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-grade predictors of mathematical learning disability: A latent class trajectory analysis. Cognitive Development, 24(4), 411-429.
Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psycholog, 77(3), 236-263.
Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74(3), 213-239.
Isaacs, E., Edmonds, C., Lucas, A., & Gadian, D. (2001). Calculation difficulties in children of very low birthweight: A neural correlate. Brain, 124(9), 1701-1707.
Jordan, N., Hanich, L., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74(3), 834-850.
Kadosh, C. (2010). Modulating Neuronal Activity Produces Specific and Long-Lasting Changes in Numerical Competence. Current Biology, 20, 2016-2020.
Kaufmann, L., Vogel, S., Starke, M., Kremser, C., Schocke, M., & Wood, G. (2009). Developmental dyscalculia: compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes. Behavioral and Brain Functions, 5(1), 35.
Koontz, K. L. (1996). Identifying simple numerical stimuli: Processing inefficiencies exhibited by arithmetic learning disabled children. Mathematical Cognition, 2(1), 1-24.
Kosc, L. (1974). Developmental dyscalculia. Journal of Learning Disabilities, 7, 164-177.
Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schnmann, C., Plangger, F., et al. (2011). Mental number line training in children with developmental dyscalculia. NeuroImage, 57(3), 782-795.
Kucian, K., Loenneker, T., Dietrich, T., Dosch, M., Martin, E., & von Aster, M. (2006). Impaired neural networks for approximate calculation in dyscalculic children: a functional MRI study. Behavior and Brain Function, 2, 31.
Landerl, K., Bevan, A., & Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition, 93, 99-125.
Landerl, K., Fussenegger, B., Moll, K., & Willburger, E. (2009). Dyslexia and dyscalculia: two learning disorders with different cognitive profiles. Journal of Experimental Child Psycholog, 103(3), 309-324.
Levy, L. M., Reis, I. L., & Grafman, J. (1999). Metabolic abnormalities detected by 1H-MRS in dyscalculia and dysgraphia. Neurology, 53(3), 639-641.
Molko, N., Cachia, A., Riviere, D., Mangin, J. F., Bruandet, M., Le Bihan, D., et al. (2003). Functional and structural alterations of the intraparietal sulcus in a developmental dyscalculia of genetic origin. Neuron, 40(4), 847-858.
Mussolin, C., Mejias, S., & Noël, M. P. (2010). Symbolic and nonsymbolic number comparison in children with and without dyscalculia. Cognition, 115(1), 10-25.
Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., et al. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33-41.
Price, G. R., Holloway, I., Rasanen, P., Vesterinen, M., & Ansari, D. (2007). Impaired parietal magnitude processing in developmental dyscalculia. Current Biology, 17(24), R1042-1043.
Räsänen, P., Salminen, J., Wilson, A. J., Aunio, P., & Dehaene, S. (2009). Computer-assisted intervention for children with low numeracy skills. Cognitive Development, 24(4), 450-472.
Rotzer, S., Kucian, K., Martin, E., von Aster, M., Klaver, P., & Loenneker, T. (2008). Optimized voxel-based morphometry in children with developmental dyscalculia. Neuroimage, 39(1), 417-422.
Rotzer, S., Loenneker, T., Kucian, K., Martin, E., Klaver, P., & von Aster, M. (2009). Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. Neuropsychologia, 47(13), 2859-2865.
Rourke, B. P. (1993). Arithmetic Disabilities, Specific and Otherwise: A Neuropsychological Perspective. J Learn Disabil, 26(4), 214-226.
Rourke, B. P., & Conway, J. A. (1997). Disabilities of arithmetic and mathematical reasoning. Journal of Learning Disabilities, 30(1), 34.
Rousselle, L., & Noel, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361-395.
Rubinsten, O., Henik, A., Berger, A., & Shahar-Shalev, S. (2002). The Development of Internal Representations of Magnitude and Their Association with Arabic Numerals. Journal of Experimental Child Psychology, 81(1), 74-92.
Rusconi, E., Walsh, V., & Butterworth, B. (2005). Dexterity with numbers: rTMS over left angular gyrus disrupts finger gnosis and number processing. Neuropsychologia, 43(11), 1609-1624.
Rykhlevskaia, E., Uddin, L. Q., Kondos, L., & Menon, V. (2009). Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography. Frontiers in Humman Neuroscience, 3, 51.
Shalev, R. S. (2004). Developmental dyscalculia. Journal of Child Neurology, 19(10), 765-771.
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Developmental Science, 11(5), 655-661.
Siegler, R. S., & Ramani, G. B. (2009). Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101(3), 545-560.
Simos, P. G., Kanatsouli, K., Fletcher, J. M., Sarkari, S., Juranek, J., Cirino, P., et al. (2008). Aberrant Spatiotemporal Activation Profiles Associated With Math Difficulties in Children: A Magnetic Source Imaging Study. Neuropsychology, 22(5), 571-584.
Temple, C. (1997). Arithmetical disorders. In C. Temple (Ed.), Developmental Cognitive Neuropsychology. EastSussex, UK: PsychologyPress. Vol. 7, pp. 253-286.
Thioux, M., Pesenti, M., Costes, N., De Volder, A., & Seron, X. (2005). Task-independent semantic activation for numbers and animals. Cognitive Brain Research, 24(2), 284-290.
van der Sluis, S., de Jong, P. F., & Leij, A. (2004). Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology, 87(3), 239-266.
Wilson, A., Revkin, S., Cohen, D., Cohen, L., & Dehaene, S. (2006). An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(1), 20.
Wilson, A. J., Dehaene, S., Pinel, P., Revkin, S. K., Cohen, L., & Cohen, D. (2006). Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2, 19.
Zamarian, L., Karner, E., Benke, T., Donnemiller, E., & Delazer, M. (2006). Knowing 7 8, but not the meaning of 'elephant': Evidence for the dissociation between numerical and non-numerical semantic knowledge. Neuropsychologia, 44(10), 1708-1723.
Zhou, X., Chen, Y., Chen, C., Jiang, T., Zhang, H., & Dong, Q. (2007). Chinese kindergartners' automatic processing of numerical magnitude in Stroop-like tasks. Memory & Cognition, 35(3), 464.
张树东, 董奇.(2004). 发展性计算障碍的诊断与矫治. 中国特殊教育. (2), 21-25.
张树东, 董奇.(2007). 一～四年级小学生发展性计算障碍的亚类型研究. 心理发展与教育, 23(2), 76-81.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	王伊萌, 王振东, 汪凤炎. “当局者迷”破解之道：智慧的正念干预研究——个人成长主动性与反思的作用[J]. 心理发展与教育, 2024, 40(1): 142-152.
[2]	Peter K. Smith. 校园欺凌的跨文化差异问题:特征与干预[J]. 心理发展与教育, 2023, 39(4): 599-608.
[3]	王翠翠, 徐琴芳, 陶沙. 干预-应答模式鉴别学习障碍的有效性及其调节因素:20年研究的元分析[J]. 心理发展与教育, 2016, 32(6): 706-716.
[4]	陈璟. 老年人自我忽视研究:现状与展望[J]. 心理发展与教育, 2015, 31(3): 377-384.
[5]	杨晶, 余俊宣, 寇彧, 傅鑫媛. 干预初中生的同伴关系以促进其亲社会行为[J]. 心理发展与教育, 2015, 31(2): 239-245.
[6]	方晓义, 刘璐, 邓林园, 刘勤学, 苏文亮, 兰菁. 青少年网络成瘾的预防与干预研究[J]. 心理发展与教育, 2015, 31(1): 100-107.
[7]	钟佑洁, 李艳华, 张进辅. 儿童攻击行为的短期追踪干预研究：从社会信息加工的角度[J]. 心理发展与教育, 2014, 30(3): 225-233.
[8]	高悦, 彭华茂, 文静, 王大华. 教育水平在认知老化中的作用[J]. 心理发展与教育, 2011, 27(6): 591-598.
[9]	林丹华, LI Xiao-ming. 青少年吸毒行为预防干预研究述评及展望[J]. 心理发展与教育, 2010, 26(6): 665-672.
[10]	潘晨璟, 陈红, 蒋霞霞, 杨江丽, 王春. 中学女生身体不满意的认知取向干预[J]. 心理发展与教育, 2010, 26(2): 169-175.
[11]	谢员, 龙立荣. 大学生职业成熟度的课程干预研究[J]. 心理发展与教育, 2007, 23(3): 103-106.
[12]	张树东, 董奇. 一～四年级小学生发展性计算障碍的亚类型研究[J]. 心理发展与教育, 2007, 23(2): 76-81.
[13]	李庆安, 杨青, 张萌, 王保云, 王艳华. 四种语音意识干预模式对小学生英文单词朗读作用的比较[J]. 心理发展与教育, 2007, 23(1): 93-100.
[14]	李庆安, 许莹, 林崇德, 张萌, 姚峰, 林依. 音标-语音意识的整合训练对英文准朗读的作用[J]. 心理发展与教育, 2006, 22(4): 68-76.
[15]	寇彧, 徐华女, 倪霞玲, 唐玲玲, 马来祥. 提高小学四年级学生情绪胜任力的干预研究[J]. 心理发展与教育, 2006, 22(2): 94-99.