“We believe that learning math is likely similar to learning other skills,” Evans says. “For example, declarative memory may first be used to consciously learn how to [en]drive, but then with practice driving gradually becomes automatized in procedural memory. However, for some children with math disability, procedural memory may not be working well, so math skills are not automatized.”
Evans说道:“我们认为学习数学有可能与学习其它技能差不多。比如,我们可能要先利用陈述性记忆来有意识地学习如何开车,接着在程序记忆中慢慢练习开车,最后开车变成自动行为。然而,对于数学废儿童而言,他们的程序记忆运转也许并不顺利,因此他们的数学技能并未达到自动化。”
Math, reading or learning a new language depend on both of these learning systems and evidence so far seems to indicate that when procedural memory is impaired, a child may face math disability, dyslexia or developmental language disorder. Declarative memory often compensates but only to an extent.
数学、阅读和学习新语言都取决于这两种学习系统,到目前为止科学家们收集到的证据似乎认为当程序记忆受损的时候,孩子就会面临数学废、阅读障碍或者发育性语言障碍。有时候陈述性记忆也会弥补程序记忆,但弥补程度有限。
【外媒:数学烂?你是传说中的math disability】相关文章:
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