Data_Sheet_1_Children With Mathematical Learning Difficulties Are Sluggish in Disengaging Attention.PDF (223.71 kB)

Data_Sheet_1_Children With Mathematical Learning Difficulties Are Sluggish in Disengaging Attention.PDF

Download (223.71 kB)
dataset
posted on 09.05.2019, 08:24 by Xiaoxian Zhang, Wanlu Fu, Licheng Xue, Jing Zhao, Zhiguo Wang

Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting – frequently referred to as inhibition of return (IOR) – was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement. In a second experiment, a secondary cue was introduced to the cueing task to encourage attentional disengagement and IOR effects were observed in the MLD children. Taken together, the present experiments indicate that MLD children are sluggish in disengaging spatial attention.

History

References

Licence

Exports