材料类型和数量对发展性计算障碍儿童数序判断的影响

The Influence of Material Type and Quantity on Number Order Judgment in Children with Developmental Dyscalculia

摘要: 目的：了解材料类型和数量对发展性计算障碍儿童数序判断的影响，为改善儿童的数序认知及数学学习状况提供参考。方法：采用数序前后比较任务，以阿拉伯数字、汉语小写数字、点阵数字及实物个数为材料，对26名计算障碍儿童和25名正常儿童进行测试。结果：在完成正确数上，不论是符号刺激(阿拉伯数字：F = 11.568，p = 0.001，η² = 0.147；汉语数字：F = 7.498，p = 0.008，η² = 0.101)还是非符号刺激(点阵数字：F = 6.985，p = 0.010，η² = 0.094；实物材料：F = 7.781，p = 0.007，η² = 0.104)，计算障碍儿童均明显不及正常儿童。在完成时间上，与正常儿童相比，计算障碍儿童在符号刺激中(阿拉伯数字：F = 4.972，p = 0.029，η² = 0.069；汉语数字：F = 7.155，p = 0.009，η² = 0.096)差异明显，但在非符号刺激上，二者差异不显著。计算障碍儿童小数量符号刺激的完成时间好于大数量，而大数量非符号刺激则快于小数量；正常儿童不论是符号刺激还是非符号刺激，其小数量的完成时间均好于大数量。结论：刺激材料的类型和数量不仅影响计算障碍儿童的数序判断，而且对数字距离效应产生消极作用。

Abstract: Objective: To investigate the influence of material type and quantity on number order judgment in children with developmental, and improve the number order cognition and mathematics learning of children. Methods: Using Arabic numerals, Chinese numerals, lattice numerals and material objects, 26 children with dyscalculia and 25 normal children were tested with the task of comparing number order. Results: In the correct number, whether it is a symbolic stimulus (Arabic numerals: F = 11.568, p = 0.001, η² = 0.147; Chinese numerals: F = 7.498, p = 0.008, η² = 0.101) or non-symbolic stimulus (dot matrix: F = 6.985, p = 0.010, η² = 0.094; material object: F = 7.781, p = 0.007, η² = 0.104), children with dyscalculia were significantly lower than normal children. In terms of completion time, compared with normal children, children with dyscalculia is obvious difference in symbolic stimulation (Arabic numerals: F = 4.972, p = 0.029, η² = 0.069; Chinese numeral: F = 7.155, p = 0.009, η² = 0.096), but there is no significant difference in non-symbolic stimuli. In dyscalculia children, the completion time of the small number of symbolic stimuli was better than that of the large number, while the large number of non-symbolic stimuli was faster than that of the small number. For both symbolic and non-symbolic stimuli in normal children, the completion time of a small amount of stimulus is better than that of a large amount of stimulus. Conclusion: The type and quantity of stimulus materials not only affect the number order judgment of children with dyscalculia, but also have a negative effect on the number distance effect.