文献类型：期刊文献

英文题名：Specific Mental Arithmetic Difficulties and General Arithmetic Learning Difficulties: The Role of Phonological Working Memory

作者：Ding, Yi[1];Liu, Ru-De[2];Hong, Wei[3];Yu, Qiong[4];Wang, Jia[5];Liu, Ying[6];Zhen, Rui[7]

第一作者：Ding, Yi

通讯作者：Liu, RD[1]

机构：[1]Fordham Univ, Sch Psychol, New York, NY 10023 USA;[2]Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Inst Dev Psychol,Beijing Key Lab Appl Expt Psycho, Beijing 100875, Peoples R China;[3]Beijing Normal Univ, Psychol, Beijing, Peoples R China;[4]Fordham Univ, Sch Psychol Program, New York, NY 10023 USA;[5]Beijing Union Univ, Teachers Coll, Educ Psychol, Beijing, Peoples R China;[6]Hebei Normal Univ, Sch Educ, Shijiazhuang, Hebei, Peoples R China;[7]Hangzhou Normal Univ, Inst Psychol Sci, Hangzhou, Peoples R China

第一机构：Fordham Univ, Sch Psychol, New York, NY 10023 USA

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Inst Dev Psychol,Beijing Key Lab Appl Expt Psycho, Beijing 100875, Peoples R China.

年份：2021

卷号：124

期号：2

起止页码：720-751

外文期刊名：PSYCHOLOGICAL REPORTS

收录：;Scopus(收录号：2-s2.0-85083779890);WOS:【SSCI(收录号:WOS:000527794700001)】；

基金：The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by the Project of Humanities and Social Sciences Key Research Base in Ministry of Education of the People's Republic of China (grant number 15JJD190001) to Ru-De Liu. This project was supported by the Fordham-Columbia Research Fellowship to Yi Ding.

语种：英文

外文关键词：Phonological working memory; specific mental arithmetic difficulties; general arithmetic learning difficulties; elementary school students; mathematic learning

摘要：The aim of this paper was to examine the role of phonological working memory in specific mental arithmetic difficulties and general arithmetic learning difficulties (ALD; difficulties presenting in both mental arithmetic and written arithmetic). In Study 1, we categorized 53 sixth graders into a control group, a group with specific mental arithmetic difficulties, and a group with general ALD. The findings indicated the group with specific mental arithmetic difficulties performed significantly worse on the task involving phonological working memory than did the control group. However, a significant difference was not found between the group with general ALD and the control group. In Study 2 involving 54 sixth graders, we decreased the load of phonological working memory by changing the format of the problems from horizontal (more reliance on phonological codes) to vertical (more reliance on visual resources). We found that the group with specific mental arithmetic difficulties performed comparably to the control group. In other words, when the working memory load is reduced, they no longer lag significantly behind on mental arithmetic. However, the group with general ALD still performed significantly worse than the control group when the problems were presented vertically, indicating that reduced phonological working memory load did not alleviate their arithmetic difficulties. The findings in both studies suggested that poor phonological working memory might contribute to the underlying mechanism for specific mental arithmetic difficulties but not as much for general ALD.