Mathematical Skills in 3- and 5-Year-Olds with Spina Bifida and Their Typically Developing Peers: A Longitudinal Approach

作者：Barnes Marcia A^*; Stubbs Allison; Raghubar Kimberly P; Agostino Alba; Taylor Heather; Landry Susan; Fletcher Jack M; Smith Chant Brenda

来源：Journal of the International Neuropsychological Society, 2011, 17(3): 431-444.

DOI：10.1017/S1355617711000233

• Child
• Preschool
• Counting
• Arithmetic
• Mathematical problem solving
• Visual-spatial ability
• Fine motor skill
• Phonological awareness

Preschoolers with spina bifida (SB) were compared to typically developing (TD) children on tasks tapping mathematical knowledge at 36 months (n=102) and 60 months of age (n=98). The group with SB had difficulty compared to TD peers on all mathematical tasks except for transformation on quantities in the subitizable range. At 36 months, vocabulary knowledge, visual-spatial, and fine motor abilities predicted achievement on a measure of informal math knowledge in both groups. At 60 months of age, phonological awareness, visual-spatial ability, and fine motor skill were uniquely and differentially related to counting knowledge, oral counting, object-based arithmetic skills, and quantitative concepts. Importantly, the patterns of association between these predictors and mathematical performance were similar across the groups. A novel finding is that fine motor skill uniquely predicted object-based arithmetic abilities in both groups, suggesting developmental continuity in the neurocognitive correlates of early object-based and later symbolic arithmetic problem solving. Models combining 36-month mathematical ability and these language-based, visual-spatial, and fine motor abilities at 60 months accounted for considerable variance on 60-month informal mathematical outcomes. Results are discussed with reference to models of mathematical development and early identification of risk in preschoolers with neurodevelopmental disorder. (JINS, 2011, 17, 431-444)

• 出版日期2011-5