投资特征和认知能力之间的相互作用:在小学年龄研究互惠效应
Sebastian Bergold1, Ricarda Steinmayr1
1Department of Psychology, TU Dortmund University, Dortmund, Germany.
Child development
|October 24, 2023
概括
像需要认知这样的投资特征并不能预测儿童的认知能力变化. 然而,数学能力在一年内影响了这些投资特征的发展.
科学领域:
- 教育心理学教育心理学
- 认知发展 认知发展
- 儿童心理学 儿童心理学
背景情况:
- 投资理论认为,特征会影响认知能力.
- 穆塞尔 (2013) 的智力模型为理解这些关系提供了一个框架.
- 需要进行长度研究,以探索儿童的相互影响.
研究的目的:
- 研究一年以上小学儿童的投资特征和认知能力之间的相互关系.
- 检查认知需求,成就动机和认识好奇心如何与流体和结晶的认知能力相互作用.
- 测试来自投资理论的关于这些发展轨迹的预测.
主要方法:
- 纵向研究设计,采用一年 (2021-2022) 收集的数据.
- 涉及565名德国小学儿童 (平均年龄8.40岁),其中很大一部分有移民背景.
- 评估投资特征 (需要认知,成就动机,认识好奇心,害怕失败) 和认知能力 (流动和结晶).
主要成果:
- 在研究期间,儿童的流体和结晶的认知能力有所增加.
- 对失败的恐惧和认识的好奇心显示随着时间的推移而减少.
- 投资特征显示出对认知能力变化的预测能力很小;然而,数学能力预测了投资特征的变化.
结论:
- 这些发现在很大程度上与既有投资理论相矛盾.
- 结果表明,结晶的能力,特别是数学能力,在小学期间投资特征的发展中起着重要作用.
- 该研究强调了认知能力和儿童发育中的投资特征之间的复杂,双向影响.
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