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Article: The cognitive profile of Chinese children with mathematics difficulties

TitleThe cognitive profile of Chinese children with mathematics difficulties
Authors
KeywordsChinese
Domain-general skills
Domain-specific skills
Mathematics difficulties
Number fact retrieval
Place value concept
Issue Date2010
PublisherElsevier Inc.. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/622873/description
Citation
Journal Of Experimental Child Psychology, 2010, v. 107 n. 3, p. 260-279 How to Cite?
AbstractThis study examined how four domain-specific skills (arithmetic procedural skills, number fact retrieval, place value concept, and number sense) and two domain-general processing skills (working memory and processing speed) may account for Chinese children's mathematics learning difficulties. Children with mathematics difficulties (MD) of two age groups (7-8 and 9-11. years) were compared with age-matched typically achieving children. For both age groups, children with MD performed significantly worse than their age-matched controls on all of the domain-specific and domain-general measures. Further analyses revealed that the MD children with literacy difficulties (MD/RD group) performed the worst on all of the measures, whereas the MD-only group was significantly outperformed by the controls on the four domain-specific measures and verbal working memory. Stepwise discriminant analyses showed that both number fact retrieval and place value concept were significant factors differentiating the MD and non-MD children. To conclude, deficits in domain-specific skills, especially those of number fact retrieval and place value understanding, characterize the profile of Chinese children with MD. © 2010 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/124298
ISSN
2015 Impact Factor: 2.333
2015 SCImago Journal Rankings: 1.954
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, BMYen_HK
dc.contributor.authorHo, CSHen_HK
dc.date.accessioned2010-10-31T10:26:38Z-
dc.date.available2010-10-31T10:26:38Z-
dc.date.issued2010en_HK
dc.identifier.citationJournal Of Experimental Child Psychology, 2010, v. 107 n. 3, p. 260-279en_HK
dc.identifier.issn0022-0965en_HK
dc.identifier.urihttp://hdl.handle.net/10722/124298-
dc.description.abstractThis study examined how four domain-specific skills (arithmetic procedural skills, number fact retrieval, place value concept, and number sense) and two domain-general processing skills (working memory and processing speed) may account for Chinese children's mathematics learning difficulties. Children with mathematics difficulties (MD) of two age groups (7-8 and 9-11. years) were compared with age-matched typically achieving children. For both age groups, children with MD performed significantly worse than their age-matched controls on all of the domain-specific and domain-general measures. Further analyses revealed that the MD children with literacy difficulties (MD/RD group) performed the worst on all of the measures, whereas the MD-only group was significantly outperformed by the controls on the four domain-specific measures and verbal working memory. Stepwise discriminant analyses showed that both number fact retrieval and place value concept were significant factors differentiating the MD and non-MD children. To conclude, deficits in domain-specific skills, especially those of number fact retrieval and place value understanding, characterize the profile of Chinese children with MD. © 2010 Elsevier Inc.en_HK
dc.languageengen_HK
dc.publisherElsevier Inc.. The Journal's web site is located at http://www.elsevier.com/wps/find/journaldescription.cws_home/622873/descriptionen_HK
dc.relation.ispartofJournal of Experimental Child Psychologyen_HK
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in PUBLICATIONJournal of Experimental Child Psychology, 2010, v. 107 n. 3, p. 260-279. DOI: 10.1016/j.jecp.2010.04.016-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectChineseen_HK
dc.subjectDomain-general skillsen_HK
dc.subjectDomain-specific skillsen_HK
dc.subjectMathematics difficultiesen_HK
dc.subjectNumber fact retrievalen_HK
dc.subjectPlace value concepten_HK
dc.subject.meshAge Factors-
dc.subject.meshChild-
dc.subject.meshCognition Disorders - epidemiology-
dc.subject.meshLearning Disorders - epidemiology-
dc.subject.meshMathematics-
dc.titleThe cognitive profile of Chinese children with mathematics difficultiesen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-0965&volume=107&issue=3&spage=260&epage=279&date=2010&atitle=The+cognitive+profile+of+Chinese+children+with+mathematics+difficultiesen_HK
dc.identifier.emailHo, CSH:shhoc@hkucc.hku.hken_HK
dc.identifier.authorityHo, CSH=rp00631en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.jecp.2010.04.016en_HK
dc.identifier.pmid20580379-
dc.identifier.scopuseid_2-s2.0-77954761321en_HK
dc.identifier.hkuros174774en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77954761321&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume107en_HK
dc.identifier.issue3en_HK
dc.identifier.spage260en_HK
dc.identifier.epage279en_HK
dc.identifier.eissn1096-0457-
dc.identifier.isiWOS:000280967500005-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridChan, BMY=36917829200en_HK
dc.identifier.scopusauthoridHo, CSH=35095289900en_HK
dc.identifier.citeulike7472039-

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