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Fokus Forschung

Kognitive Merkmale rechenschwacher Kinder in Abhängigkeit vom Cut-off Kriterium

Published Online:December 12, 2018https://doi.org/10.1024/2235-0977/a000258

Abstract

Zusammenfassung. Unter Rechenschwäche versteht man unterdurchschnittliche Rechenleistungen, die gemessen an einer sozialen Bezugsnorm unterhalb tolerierbarer Abweichungen liegen. Die Größe der Abweichung wird in wissenschaftlichen Studien oft willkürlich gewählt und liegt zwischen 0.5 und 2 Standardabweichungen unterhalb des Verteilungsmittelwerts (Cut-off). Dies hat nicht nur Auswirkungen auf die Identifikation schwacher Rechner, sondern auch auf die Vergleichbarkeit und Aussagekraft empirischer Studien. Diese Studie prüft, ob sich in Abhängigkeit vom verwendeten Cut-off unterschiedliche Zusammenhänge zur Rechenschwäche mit Arbeitsgedächtnisleistungen, Leistungen bei (non-)symbolischen Mengenvergleichen und für das arithmetische Faktenwissen aufzeigen lassen. Dazu wurden die Leistungen zwei distinkter Gruppen schwach rechnender Kinder (T ≤ 35 vs. 35 < T < 40) sowie einer Kontrollgruppe durchschnittlich rechnender Kinder (T ≥ 40) verglichen. Nur bei Verwendung eines strengen Cut-off (T ≤ 35) zeigten sich Zusammenhänge der Rechenschwäche mit dem visuell-räumlichen Arbeitsgedächtnis und symbolischen Mengenvergleichen. Bei der Bearbeitung von Aufgaben zum basalen arithmetischen Faktenwissen wurden zwischen den beiden Gruppen schwacher Rechner unterschiedliche Rechenstrategien festgestellt. Die Ergebnisse werden in Hinblick auf die heterogene Befundlage zu kognitiven Bedingungen der Rechenschwäche und bezüglich möglicher Implikationen für die pädagogisch-psychologische Praxis diskutiert.


Do the cognitive profiles of children with mathematical difficulties vary as a function of the used cut-off criterion?

Abstract. Poor mathematical performance that is significantly below average for age is a diagnostic feature in defining mathematical difficulties (MD). It is debatable to which extent the academic achievement has to be below average, resulting in different cut-off criteria in defining MD. These criteria range from 0.5 to 2 standard deviations, classifying 2 up to 30 % of a population as having MD. Recruiting different samples in the field of research on MD results in heterogeneous, and in terms of comparability, limited findings. This is also true for studies on cognitive factors such as working memory, the processing of symbolic and non-symbolic magnitudes, and arithmetic fact retrieval. In order to explore whether the heterogeneous findings are attributable to different cut-offs used, we compare the performances of two distinct groups of children with MD resulting from two cut-off criteria (MD-35: T ≤ 35 vs. MD-40: 35 < T < 40) and a group of average achieving children (ND: T ≥ 40). Concerning visual-spatial working memory and the processing of symbolic magnitudes, only the MD group resulting from a strict criterion (T ≤ 35) lagged significantly behind the ND group, whereas the use of a lenient criterion did not result in differences between the MD and ND group. Both groups of children with MD further differed in the use of strategy while solving simple additions. These findings indicate that results concerning MD may vary as a function of the cut-off used.

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