A Study On The Cognitive Processing Mechanism Of Pupils With Mathematics Learning Disabilities

As an important domain of Learning Disabilities (LD) research and with no long history, the domain Mathematics Learning Disability (MLD) is accompanied by several basic problems unsolved, such as lack of universal operationalization definition, disaccord of methods for identification, and core deficits undetermined. Now there emerges a leading paradigm for carrying out research on MLD from viewpoint of information processing. And working memory (WM) has been chosen as a focus to understand the cognitive processing mechanisms of MLD. But without a standardized tool for testing WM and the WM model of MLD raised by Baddeley (1992) remains further validation and refinement. It is the very status quo that there are no systematic contents and consistent conclusions in inquiring the cognitive processing mechanisms of MLD. Based on the theory of PASS model of cognitive processes and the framework of four components of action planning proposed by Das et al., using Das and Naglieri Cognitive Assessment System (DN: CAS), self-designed and recomposed computer test program, this research aims to make further systematic investigations of cognitive processing mechanisms of primary school students with pure MLD (MLD only) or mixed kind of MLD (MLD with reading disability, MRD).The empirical studies of this paper mainly encompass four themes:In study one, the author first uses the Chinese version of DN: CAS to make a comprehensive exploration of the relationships between cognitive processes of PASS and math achievements of pupils. The results show that there are significant correlations between cognitive processes of PASS and mathematical achievements, different cognitive processes of PASS differently correlating with different areas of mathematical achievements: the highest correlation found between planning and arithmetic problems, and the most significant correlation between simultaneous processing and words problems. Regression analysis indicates the powerful predictors of mathematical achievements are at the lower levels of PASS in pupils in low grades, while higher levels of PASS exert more effects on the mathematical achievements in older pupils.