Studies On Time-numerical Association Of Response Codes In Children With Mathematical Learning Difficulty

Mathematical learning disability refers to the fact that the individual has normal intelligence and no sensory nerve injury.Although receiving appropriate education,the individual has common defects in quantitative processing,mathematical calculation and reasoning ability,their mathematics achievements lag behind the actual age level,and affect the learning and life of individuals.The Time-Numerical Association of Response Codes(TiNARC effect)is put forward according to A Theory of Magnitude(ATOM),and numbers will have an impact on the time estimation.Specifically,the time estimate of the digital stimulus is subject to the numerical value.The impact will underestimate the presentation time of small numbers and overestimate the presentation time of large numbers.In this study,70 primary school children with mathematics learning disabilities and 70 typically development children were selected as subjects.Through two experimental designs,time reproduction tasks were used to examine the effects of symbolic and non-symbolic quantitative information on time estimation of children with mathematics learning disabilities,and to explore the manifestations of TiNARC effect of children with mathematics learning disabilities.This study was carried out from two experiments.Experiment 1 uses 2(TD group and MD group)× 2(small numbers and large numbers)× 2(short time moment and long moment)three-factor mixed experiment design to investigate the effects of symbol quantity information on time estimate in children with mathematical learning disability.Experiment 2 uses 2(TD group and MD group)× 2(small quantity and large quantity)× 2(short moment and long moment)three-factor mixed experiment design to investigate the effects of non-symbol quantity information on time estimate in children with mathematical learning disability.We drawn some conclusions as following:(1)In terms of the influence of symbol quantity information on time estimation,there is a TiNARC effect in children with mathematical learning difficulties,that is,when small numbers underestimate the moment,large numbers overestimate the moment.(2)In terms of the influence of non-symbolic quantity information on time estimation,there is no TiNARC effect in children with mathematical learning difficulties.(3)Children with mathematical learning difficulties show different time estimation characteristics in the symbolic quantitative information and non-symbolic quantitative information tasks,indicating that children with mathematical learning difficulties have supported the defective number module hypothesis.