A Research On Visual-spatial Cognitive Processing Of Students With Mathematics Learning Disabilities

The phenomenon of mathematics learning difficulties has become a common problem in education,and has gradually aroused great concern of researchers.Students with mathematics learning disabilities have visual space defects to a certain extent.In order to explore the visual space characteristics of students with mathematics learning disabilities,this study divides visual spatial cognitive processing into three categories: visual spatial attention,visual spatial working memory and visual spatial reasoning.Posner cue task,spatial N-back task and mental rotation task are used to measure the behavior and events of 32 junior middle school students with mathematics learning disabilities and 30 control subjects.Relevant potentials were recorded.The results showed that among the three tasks,the accuracy and response time of students with mathematics learning disabilities were worse than those of the control group.In Posner cue task,in the related ERP components,the control group succeeded in showing the difference between effective cue and invalid cue,while the students with mathematics learning disabilities showed the absence of effect;in the space N-back task,the amplitude activation of the control group was stronger than that of the students with mathematics learning disabilities in N1,N2 and P3 components;in the mental rotation task,the control group was on P300 and P500.The amplitude was higher than that of the control group.According to the behavior and ERP results,a conclusion can be drawn:Firstly,the students with mathematics learning disabilities have the defects of visual spatial attention,visual spatial working memory and visual spatial reasoning,which are worse than those of the control group in all aspects of visual space.Secondly,there are some obstacles in the validity of attention and the regulation of attention for students with mathematics learning disabilities.Because the relevant information can not be analyzed in the process of task completion,it will not develop to the target processing stage until the target stimulus appears and the response is needed.Thirdly,students with mathematics learning disabilities have deficits in attention inhibition ability and attention deficits in visual spatial attention of right hemisphere to position information processing.Fourthly,the visual spatial working memory processing ability of students with mathematics learning disabilities is impaired.Fifthly,students with learning difficulties in mathematics have obvious damage to the processing of information in the process of mental rotation.