Children With Mathematical Learning Difficulties Are Sluggish in Disengaging Attention

Frontiers in Psychology

article

Xiaoxian Zhang¹  Wanlu Fu¹  Licheng Xue²  Jing Zhao¹  Zhiguo Wang⁴ 

[1] School of Education, Hangzhou Normal University;Institute of Psychological Sciences, Hangzhou Normal University;Zhejiang Key Laboratory for Research in Assessment of Cognitive Impairments;SR Research

关键词: attention;    mathematical learning difficulty;    inhibition of return;    Posner cueing task;    attentional disengagement;   

DOI  :  10.3389/fpsyg.2019.00932

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting – frequently referred to as inhibition of return (IOR) – was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement. In a second experiment, a secondary cue was introduced to the cueing task to encourage attentional disengagement and IOR effects were observed in the MLD children. Taken together, the present experiments indicate that MLD children are sluggish in disengaging spatial attention.

【 授权许可】

CC BY