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孤独症幼儿早期数学能力的结构分化及其认知预测

Structural Differentiation and Cognitive Predictors of Early Mathematical Ability in Preschool Children with Autism Spectrum Disorder

Psychology of China / 2026,8(3): 239-246 / 2026-03-16 31 18

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• Authors: 梁笑¹ 梁晓燕¹ 杨庆丽² 李小进³
• Information:

  1．山西大学教育科学学院，太原；
  2．山西省芮城县党政机关幼儿园，运城；
  3．山西省芮城县中医医院，运城

• Keywords:
  Autism spectrum disorder; Early mathematical ability; Number sense; Working memory; Inhibitory control; Longitudinal study
  孤独症; 早期数学能力; 数感; 工作记忆; 抑制控制; 纵向研究
• Abstract: Objective: This study aimed to examine the structural differentiation of formal and informal mathematical abilities in preschool children with autism spectrum disorder (ASD) and to investigate the differential predictive roles of number sense and domain-general cognitive factors. Methods:A 6-month longitudinal design was employed. Forty-eight children with ASD aged 3–6 years were assessed at two time points. At baseline, number sense, working memory, and inhibitory control were measured. Six months later, formal and informal mathematical abilities were assessed. Hierarchical regression analyses were conducted after controlling for intellectual functioning. Results: (1) Informal mathematical ability was significantly correlated with working memory (r=0.700,p<0.001), inhibitory control (r=0.471,p=0.001), and number sense (r=-0.508,p<0.001). Formal mathematical ability was significantly correlated with working memory (r=0.613,p<0.001) and number sense (r=-0.521,p<0.001). (2) After controlling for verbal and performance IQ, working memory (β =0.574,p<0.001) and inhibitory control (β =0.332,p=0.002) significantly predicted informal mathematical ability, whereas the predictive effect of number sense was not significant (β =-0.218,p=0.054). In predicting formal mathematical ability, both working memory (β =0.377,p=0.017) and number sense (β =- 0.309,p=0.031) showed significant unique contributions, whereas inhibitory control was not significant. Conclusion: Formal and informal mathematical abilities in preschool children with ASD demonstrate structural differentiation in their cognitive predictors. Informal mathematical ability mainly relies on domain-general cognitive resources, whereas formal mathematical ability reflects the joint contribution of number sense and domain-general factors. The findings provide empirical support for dimension-specific assessment and targeted educational intervention in early mathematics for children with ASD. 目的：在区分正式与非正式数学能力的基础上，考察数感与一般认知因素对孤独症幼儿早期数学能力的差异化预测作用。方法：采用6个月追踪设计，对48名3-6岁孤独症幼儿进行两次测评。基线测量数感、工作记忆与抑制控制，6个月后测量正式与非正式数学能力，在控制智力水平后进行分层回归分析。结果：（1）非正式数学能力与工作记忆（r=0.700，p<0.001）、抑制控制（r=0.471，p=0.001）及数感（r=-0.508，p<0.001）显著相关；正式数学能力与工作记忆（r=0.613，p<0.001）和数感（r=-0.521，p<0.001）显著相关。（2）在控制言语智力与操作智力后，工作记忆（β=0.574，p<0.001）与抑制控制（β=0.332，p=0.002）显著预测非正式数学能力，而数感预测作用不显著（β=-0.218，p=0.054）；在预测正式数学能力时，工作记忆（β=0.377，p=0.017）与数感（β=-0.309，p=0.031）具有显著独特贡献，而抑制控制不显著。结论：孤独症幼儿正式与非正式数学能力在认知预测机制上存在结构分化。非正式数学能力主要依赖一般认知资源的支持，正式数学能力则体现数感与一般认知因素的协同作用。本研究为孤独症幼儿数学能力的分维度评估与针对性教育干预提供了实证依据。
• DOI: https://doi.org/10.35534/pc.0803037 (registering DOI)
• Cite: 梁笑, 梁晓燕, 杨庆丽, 李小进. (2026). 孤独症幼儿早期数学能力的结构分化及其认知预测. 中国心理学前沿, 8 (3), 239-246.