整个小学教育中的处理速度:来自跨国纵向研究的证据
Tatiana Tikhomirova1,2, Yulia Kuzmina2, Artem Malykh2
1Department of Psychology, Lomonosov Moscow State University, 125009 Moscow, Russia.
Behavioral sciences (Basel, Switzerland)
|October 27, 2023
概括
在小学期间,处理速度显著增加,在1年级和2年级之间发展最快. 这项研究在吉尔吉斯斯坦和俄罗斯发现了类似的处理速度增长轨迹.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 处理速度是影响学业表现的关键认知能力.
- 纵向研究对于理解发育轨迹至关重要.
- 跨国比较提供了关于文化和教育对认知成长的影响的见解.
研究的目的:
- 研究小学儿童处理速度的发展轨迹.
- 检查四年来处理速度的个体和平均增长模式.
- 为了比较吉尔吉斯斯坦和俄罗斯儿童之间的处理速度发展.
主要方法:
- 这是一项为期四年的纵向研究,涉及441名学生 (1-4年级).
- 混合效应增长建模以估计平均和个体增长轨迹.
- 潜在类增长建模以识别和比较不同的增长模式.
主要成果:
- 在小学期间,处理速度显著增加.
- 最动态的增长发生在1年级和2年级之间,增长速度在4年级放缓.
- 在初始处理速度或其发展变化方面,没有发现跨国显著差异.
- 一个模型有三个二次增长类型的最小差异,表明发展的均性.
结论:
- 小学儿童的处理速度发展在很大程度上是均的.
- 处理速度最快的增长发生在小学早期 (1至2年级).
- 在此期间,吉尔吉斯斯坦和俄罗斯的教育和文化因素并没有显著影响处理速度的发展.
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