手写的可读性和流利性以及它们与拼写,图形运动和选择性注意力技能的并发关系的模式
Cameron Downing1, Markéta Caravolas2
1School of Psychology, Leeds Trinity University, Leeds LS18 5HD, UK; Miles Dyslexia Centre, Bangor University, Bangor LL57 2AS, UK.
Journal of experimental child psychology
|August 6, 2023
概括
手写需要明显的可读性和流性技能. 拼写,图形运动和注意力能力独特地影响了这些技能,突出了儿童中复杂的,可分离的性质.
科学领域:
- 发展心理学是发展心理学.
- 教育心理学教育心理学
- 认知神经科学是一种认知神经科学.
背景情况:
- 手写被理解为包括两个不同的子技能:可读性和流利性.
- 这些子技能与其他相关能力 (如拼写,图形运动技能和选择性注意力) 之间的准确关系仍然不完全理解.
研究的目的:
- 调查手写可读性,手写流性,拼写,图形运动技能和选择性注意力之间的并发关系.
- 确定这些基础技能如何对小学儿童的手写可读性和流利性有所贡献.
主要方法:
- 3,4年和5年的一大批儿童 (n=857) 完成了一系列全面的评估.
- 采用多组结构方程建模来分析评估的技能之间的相互关系.
主要成果:
- 拼写,图形运动和选择性注意力技能共同解释了手写可读性 (R2 = .37.42) 和流利性 (R2 = .41.58) 两种差异的中等至大量部分.
- 图形运动技能与可读性更为密切相关,而拼写能力与流利性更为密切相关.
- 选择性注意力独特地预测了手写流性,并部分介绍了图形运动技能对流性的影响.
结论:
- 手写的可读性和流利性是可分离的复杂技能,与认知和运动能力有着明显的潜在关系.
- 这些差异性关系甚至在较晚的小学年继续存在,这强调了手写发展的多方面的性质.
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