In a typical classroom, you’ll find children who are exceptionally good at math while some struggle. Some kids seem to be particularly poor at math, though, showing difficulty even when routinely adding or subtracting even after extensive schooling.
在典型的課堂上，你會(huì)找到一些數(shù)學(xué)非常好的孩子，而另外一些孩子卻在與數(shù)學(xué)苦苦爭斗。某些孩子們似乎特別不擅長數(shù)學(xué)，即便在學(xué)校學(xué)過，但某些孩子甚至就連加減法都有問題。

A pair of researchers at Georgetown University Medical Center and Stanford University made an extensive review of the current literature and found evidence of a form of ‘math disability’, which is related to dyslexia. Their theory suggests math disability is linked to abnormalities in brain areas supporting procedural memory.
喬治城大學(xué)醫(yī)療中心和斯坦福大學(xué)的兩名研究人員回顧了當(dāng)代文獻(xiàn)，發(fā)現(xiàn)一種與閱讀障礙有關(guān)的“數(shù)學(xué)廢”（math disability）。他們的理論認(rèn)為，數(shù)學(xué)廢與大腦中負(fù)責(zé)產(chǎn)生記憶的部位異常有關(guān)。

Ullman and Tanya M. Evans, who is now a post-doc fellow at Stanford, have come up instead with what they call the “procedural deficit hypothesis.” Their idea is based on current literature that says learning a skill involves both procedural and declarative memory.
Ullman和斯坦福大學(xué)的博士后Tanya M.Evans共同提出了“程序記憶不足假說”。他們這一基于當(dāng)代文獻(xiàn)的觀點(diǎn)認(rèn)為學(xué)習(xí)某種技能與程序記憶和陳述性記憶有關(guān)。

“We believe that learning math is likely similar to learning other skills,” Evans says. “For example, declarative memory may first be used to consciously learn how to [en]drive, but then with practice driving gradually becomes automatized in procedural memory. However, for some children with math disability, procedural memory may not be working well, so math skills are not automatized.”
Evans說道：“我們認(rèn)為學(xué)習(xí)數(shù)學(xué)有可能與學(xué)習(xí)其它技能差不多。比如，我們可能要先利用陳述性記憶來有意識(shí)地學(xué)習(xí)如何開車，接著在程序記憶中慢慢練習(xí)開車，最后開車變成自動(dòng)行為。然而，對于數(shù)學(xué)廢兒童而言，他們的程序記憶運(yùn)轉(zhuǎn)也許并不順利，因此他們的數(shù)學(xué)技能并未達(dá)到自動(dòng)化?！?/div>

Math, reading or learning a new language depend on both of these learning systems and evidence so far seems to indicate that when procedural memory is impaired, a child may face math disability, dyslexia or developmental language disorder. Declarative memory often compensates but only to an extent.
數(shù)學(xué)、閱讀和學(xué)習(xí)新語言都取決于這兩種學(xué)習(xí)系統(tǒng)，到目前為止科學(xué)家們收集到的證據(jù)似乎認(rèn)為當(dāng)程序記憶受損的時(shí)候，孩子就會(huì)面臨數(shù)學(xué)廢、閱讀障礙或者發(fā)育性語言障礙。有時(shí)候陳述性記憶也會(huì)彌補(bǔ)程序記憶，但彌補(bǔ)程度有限。

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