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1.
This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneous processing as a cognitive predictor of mathematical performance, although phonological loop was also associated with higher achievement. Simultaneous and successive processing were the elements that differentiated the MLD group from the LA group. These results show that, of all the variables analyzed in this study, simultaneous processing was the best predictor of mathematical performance.  相似文献   

2.
Course of cognitive development was investigated in a sample of normal school students (N=163) in the middle part of Finland by giving the students tests of four cognitive functions that were categorized according to the PASS theory of intelligence (planning, attention, simultaneous and successive processing). Subsequently, a group of students in special education (N=60, language impaired school students) was also studied for possible deviations in cognitive development. The age of the students varied from 7 to 19 years. Three main goals were (1) to study developmental trends of cognitive functions across three different age groups of school students and in two samples, (2) to identify distinct cognitive subgroups and profiles among the students, and, (3) to compare the cognitive profiles of normal and language impaired (dysphasic) students. First, in a cross-sectional design, it was seen linear cognitive trends for all PASS tasks, however so, that for the language impaired group the cognitive development was not as salient as for the normal students. Especially successive processing did not show developmental trend in the sample of language impaired (dysphasic) students. Secondly, a cluster analysis procedure following a factor analysis demonstrated two very distinct cognitive subgroups among the normal and dysphasic students. The subgroups in both separate samples differed from each other in successive and simultaneous processes. Additionally, the two subgroups of the normal students differed from each other also in planning. Thirdly, compared to the normal students, the dysphasic highly functioning subgroup did worse than normals in nonverbal successive ordering, but did better in verbal successive task. Contrary to expectations, the deviation was not on the verbal but instead on a nonverbal task. Need for extending PASS research into other types of learning problems (such as arithmetics, severe learning disability) is articulated. Pragmatically, observed minor differences in cognitive structure between the two student samples refer to differential remediation and skill training.  相似文献   

3.
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.  相似文献   

4.
Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.  相似文献   

5.
PASS理论在数学学习困难研究领域中的应用   总被引：2，自引：0，他引：2  
注重内部认知过程分析的PASS理论及其认知评估系统DN:CAS,为动态评估学习困难儿童的认知过程提供了系统的理论依据和有效的操作工具。国外近年来展开的基于PASS理论的数学学习困难研究主要集中在:PASS认知过程与数学成就的关系、不同类型数学学习困难儿童的认知特征与缺陷模式、及针对计划的干预研究。这些研究虽还不够深入,但却为数学学习困难领域的进一步系统化研究奠定了基础。  相似文献   

6.
The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruction that encouraged planning was provided to the group of 19 students with learning disabilities and mild mental impairments. All students completed math worksheets during 7 baseline and 14 intervention sessions. During the intervention phase, students engaged in self-reflection and verbalization of strategies about how the arithmetic computation worksheets should be completed. The sample was sorted into one experimental and four contrast groups after the experiment was completed. There were four groups with a cognitive weakness in each PASS scale from the Cognitive Assessment System and one group with no cognitive weakness. The results showed that children with a cognitive weakness in Planning improved considerably (large effect size of 1.4), in contrast to those with a cognitive weakness in Attention (small effect size of 0.3), Simultaneous weakness (a slight deterioration and effect size of -0.2), Successive weakness (medium effect size of 0.4), and no cognitive weakness (small effect size of .2). These data showed that children with a Planning weakness benefitted from the instruction designed to help them be more plaful. Those children who received the planning-based instruction who were not low inplanning did not show the same level of improvement.  相似文献   

7.
Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical competencies and word problem solving skills. The goal was to compare and contrast the effects of IDR on the acquisition of informal and formal mathematical competencies in students with attention deficit/hyperactivity disorder (ADHD) and MLD. Participants were 216 students (6–9 years), who were classified into three groups: ADHD (n = 72), MLD (n = 82), ADHD and MLD (n = 62). They completed the Test of Early Mathematics Ability (Third Edition). The results showed that all three diagnosed groups improved significantly postintervention in all mathematical competencies, with the MLD‐only group benefiting the most at posttest.  相似文献   

8.
The cognitive abilities of a group of dysphasic children in a special school in Finland were examined in this study to answer the following questions: Can we categorize their cognitive processing as planning, arousal-attention, simultaneous and successive processing (PASS)? The second question was concerned with detecting subgroups within the dysphasic sample in terms of PASS processes. The subjects were 60 dysphasic children in a special school. Their ages ranged from 7 to 19 years. All subjects were administered tests of planning, arousal-attention as well as simultaneous and successive processing. They were also administered the Wechsler test of intelligence for children and adults according to their ages, two sub-scales of Wechsler memory scale, as well as three ad hoc tests, cancellation task, KS persons and Rey Osterrieth copy task. The results of the factor analysis generally confirmed the emergence of the four PASS factors. As a results of cluster analysis, two subtypes of dysphasics emerged categorized as clearly high and low in the successive factor as well as relatively high and low on the simultaneous factor scores. The low-simultaneous/low-successive group was significantly lower in WISC verbal IQ the Wechsler memory scale for logical memory, and the ad hoc test of KS persons. The results were discussed, in terms of the importance of understanding the language problems typically associated with the two subtypes as well as the remedial program which will take into account their cognitive differences in spite of the fact that both groups had significant language impairment.  相似文献   

9.
This study examined the utility of the Planning, Attention, Simultaneous, Successive (PASS) theory of intelligence as measured by the Cognitive Assessment System (CAS) for evaluation of children with attention-deficit/hyperactivity disorder (ADHD). The CAS scores of 51 Dutch children without ADHD were compared to the scores of a group of 20 Dutch children with ADHD. The scores of the Dutch children were also compared to American standardization samples of children with and without ADHD. The findings showed that children with ADHD in both countries demonstrated relatively low scores on the Planning and Attention scales of the CAS, but average scores on the Simultaneous and Successive scales. These findings are similar to previously published research suggesting that the PASS theory, as operationalized by the CAS, has sensitivity to the cognitive processing difficulties found in some children with ADHD.  相似文献   

10.
The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to encourage development and application of effective planning for mathematical computation, whereas the comparison group received-standard math instruction. Standardized tests of cognitive processes and math achievement were given at pretest. All students completed math worksheets throughout the experimental phase. Standardized achievement tests (Woodcock-Johnson Tests of Achievement, Third Edition, Math Fluency and Wechsler Individualized Achievement Test, Second Edition, Numerical Operations) were administered pre- and postintervention, and Math Fluency was also administered at 1 year follow-up. Large pre-post effect sizes were found for students in the experimental group but not the comparison group on math worksheets (0.85 and 0.26), Math Fluency (1.17 and 0.09), and Numerical Operations (0.40 and -0.14, respectively). At 1 year follow-up, the experimental group continued to outperform the comparison group. These findings suggest that students with ADHD evidenced greater improvement in math worksheets, far transfer to standardized tests of math (which measured the skill of generalizing learned strategies to other similar tasks), and continued advantage 1 year later when provided the PASS-based cognitive strategy instruction.  相似文献   

11.
This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-rish for reading difficulties, in order to support the development of subsequent word reading skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures. The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results of the first experiment indicated that the experimental group performed equally well with the control group on all the measures of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined the long-term effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading tasks and, more importantly, on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences, despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of direct training of these skills in kindergarten.  相似文献   

12.
The effectiveness of an individual, conceptual instruction‐based tuition program delivered by personal videoconferencing (PVC), compared to face‐to‐face (FtF) delivery for 30 upper primary and middle school students with mathematical learning difficulties (MLD), is described in this article. The experimental intervention targeted number sense, conceptual understandings of mathematical operations, and fluency with basic number facts. Results showed that significant improvements were achieved in accuracy on basic number fact tasks and standardized test results for both experimental groups. Implications for students with MLD living regionally and remotely are discussed.  相似文献   

13.
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance.  相似文献   

14.
The current study aimed at identifying the difficulties experienced by children with mathematics learning disability (MLD) in the problem representation phase of arithmetic word problem solving using a novel problem types identification task. An MLD group (n = 66) and a typically achieving control group (n = 139) were recruited for an assessment on problem type identification as well as some domain-general and mathematics-related cognitive abilities. Results from ANCOVA showed that the MLD group scored significantly lower than the typically achieving control group on this assessment, after controlling for the effect of cognitive correlates, reading achievement and arithmetic performance. Furthermore, this assessment significantly predicted MLD membership even after taking children's arithmetic competency into account. The current study confirmed the difficulties in problem representation of arithmetic word problems experienced by students with MLD and provided evidence for the need to introduce schema instructions in mathematics classes.  相似文献   

15.
This mixed‐methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi‐experimental pretest–posttest control group design with switching replications was used to measure students' computation and problem‐solving skills on EAI compared to control conditions. Scores on the curriculum‐aligned and standardized measures showed improved problem‐solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day‐to‐day classroom activities. The findings showed that problem‐based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand.  相似文献   

16.
该研究旨在了解PASS理论包含的基本认知过程(计划、注意、同时加工和序列加工)与中英文阅读的关系.对三、四、五年级共102名被试施测了中英文阅读测验,中英文语音意识测验以及CAS认知评估测试.相关分析发现,中文识字量和阅读流畅性均与计划显著相关,英文真词辨认与计划和序列加工的相关显著,英文假词辨认则与计划和同时加工显著相关.回归分析发现,英文中,语音意识对阅读的解释力大于PASS认知过程,但计划、同时加工和序列加工的解释亦达到显著,中文中,PASS认知过程对阅读的解释力大于语音意识,且计划的解释力最高.结果既验证了PASS认知过程在英文阅读中的作用,也发现中文阅读有不同于英文阅读的认知特点.  相似文献   

17.
A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children.  相似文献   

18.
This study is based on PASS theory, which suggests that the cognitive process of Planning is responsible for developing metacognitive strategies. The aim is to verify the effect of stimulating the cognitive process of PASS Planning on secondary school students using two different methodologies, with experiential learning (inductive) being applied in one group and deductive learning in the other. The study also aims to verify if improvements are observed in student grades in maths and problem solving. A quantitative study with a quasi-experimental design was carried out with two experimental groups of 59 and 57 students and a control group of 57. The results confirm significant improvements in both experimental groups in relation to their capacity to plan after the stimulations sessions, regardless of the methodology used. Nevertheless, improved grades in maths and problem solving were only found in the group who were administered the experiential learning (inductive) method. The conclusion drawn is that these kinds of methodologies need to be promoted for the stimulation of Planning to have the desired effect on mathematics performance.  相似文献   

19.
The search for assessment procedures that are more fair and useful have led to the investigation of alternatives to traditional forms of intellectual assessment. This study explored an alternative which combined a dynamic assessment approach with the Planning, Attention, Simultaneous and Successive Processing (PASS) model of cognitive processing. The aim was to investigate the effectiveness of a planning intervention programme based on Feuerstein’s criteria for Mediated Learning Experience (MLE) with a group of Grade 4 and 5 remedial school learners who presented with a range of barriers to learning. Twenty six learners were assigned to the experimental group and 25 to the control group. The results showed that there was a significant improvement in the experimental group’s Planning Scale score on the Cognitive Assessment System, following the intervention. These results imply that children often have far greater potential than is realised and that intentional mediation can help to enhance cognitive functioning and assist in further developing children’s learning potential.  相似文献   

20.
This study recruited 428 Singaporean children at risk of math learning difficulties (MLD; Mage = 83.9 months, SDage = 4.35 months; 41% female). Using a factor mixture model that considered both quantitative and qualitative differences in math ability, two qualitatively different groups were identified: one with generalized difficulties across different math skills and the other with more focal difficulties in arithmetic fluency. Reading, working memory capacity, and numeracy (number line estimation skills and numerical discrimination) uniquely explained group membership. Children within each group differed in the extent of difficulties they exhibited, with numeracy variables differentially contributing to math ability in each group. Findings speak against a dimensional view of MLD and underscore the conceptual limitations of using basic numeracy performance to profile learning difficulties.  相似文献   

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