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Magnitude representation of preschool children with autism spectrum condition

文献类型：期刊论文

作者Li, Xueyan1; Li, Jiaxi2; Zhao, Sijia1; Liao, Yini1,5; Zhu, Liqi3,4,6; Mou, Yi1,5
刊名AUTISM
出版日期2023-07-31
页码15
关键词approximate number comparison autism spectrum condition magnitude representation nonverbal numerical ability
ISSN号1362-3613
DOI10.1177/13623613231185408
通讯作者Liao, Yini(liaoyn3@mail.sysu.edu.cn) ; Zhu, Liqi(zhulq@psych.ac.cn) ; Mou, Yi(mouyi5@mail.sysu.edu.cn)
英文摘要The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children's learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, M-age = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, M-age = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children's later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition.
收录类别SCI
WOS关键词APPROXIMATE NUMBER SYSTEM ; WEAK CENTRAL COHERENCE ; INDIVIDUAL-DIFFERENCES ; SUSTAINED ATTENTION ; JOINT ATTENTION ; ACUITY ; MATHEMATICS ; DEFICITS ; INTEGRATION ; ABILITIES
资助项目Open Research Fund of the CAS Key Laboratory of Behavioral Science at Institute of Psychology ; Guangdong Basic and Applied Basic Research Foundation[2021A1515010738] ; Guangdong Philosophy and Social Sciences Foundation[GD19CXL04] ; National Natural Science Foundation of China[32171070] ; Science and Technology Program of Guangzhou, China, Key Area Research and Development Program[202007030011]
WOS研究方向Psychology
语种英语
WOS记录号WOS:001039959800001
出版者SAGE PUBLICATIONS LTD
资助机构Open Research Fund of the CAS Key Laboratory of Behavioral Science at Institute of Psychology ; Guangdong Basic and Applied Basic Research Foundation ; Guangdong Philosophy and Social Sciences Foundation ; National Natural Science Foundation of China ; Science and Technology Program of Guangzhou, China, Key Area Research and Development Program
源URL[http://ir.psych.ac.cn/handle/311026/45790]  
专题心理研究所_中国科学院行为科学重点实验室
通讯作者Liao, Yini; Zhu, Liqi; Mou, Yi
作者单位1.Sun Yat Sen Univ, Dept Psychol, Guangzhou, Peoples R China
2.Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China
3.Chinese Acad Sci, Inst Psychol, CAS Key Lab Behav Sci, Beijing, Peoples R China
4.Univ Chinese Acad Sci, Dept Psychol, Beijing, Peoples R China
5.Sun Yat Sen Univ, Dept Psychol, Guangzhou 510006, Peoples R China
6.Chinese Acad Sci, 16 Lincui Rd, Beijing 100101, Peoples R China
推荐引用方式
GB/T 7714		 Li, Xueyan,Li, Jiaxi,Zhao, Sijia,et al. Magnitude representation of preschool children with autism spectrum condition[J]. AUTISM,2023:15.
APA Li, Xueyan,Li, Jiaxi,Zhao, Sijia,Liao, Yini,Zhu, Liqi,&Mou, Yi.(2023).Magnitude representation of preschool children with autism spectrum condition.AUTISM,15.
MLA Li, Xueyan,et al."Magnitude representation of preschool children with autism spectrum condition".AUTISM (2023):15.

入库方式： OAI收割

来源：心理研究所

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