增加精细运动技能:手工灵巧和数值能力之间的发展关系
Venera Gashaj1, Dragan Trninic2
1Centre for Early Mathematics Learning, Loughborough University, UK.
Acta psychologica
|November 18, 2023
概括
精细运动技能和数学能力之间的联系随着年龄的增长而变化. 在幼儿园,主导手的灵敏度很重要;在二年级,非主导手的灵敏度是关键,在四年级没有联系.
科学领域:
- 发展心理学 发展心理学
- 认知科学 认知科学
- 神经科学是一个神经科学.
背景情况:
- 经典理论表明,数学和运动技能之间存在联系.
- 当代研究探讨了体现的认知,将运动发展与抽象概念联系起来.
- 现有研究表明,精细运动技能和早期的数学能力之间存在联系.
研究的目的:
- 调查细动力和数学能力之间的关系的发展轨迹.
- 为了检查这种关系在幼儿园,二年级和四年级之间有什么不同.
- 为数字化体现和认知发展的理论提供信息.
主要方法:
- 横截面研究设计. 截面研究设计.
- 涉及81-96名儿童,分别来自幼儿园,二年级和四年级.
- 贝叶斯相关性用于分析精细运动技能和数学技能.
主要成果:
- 根据年龄,运动和数学技能之间的相关性模式因年龄而异.
- 幼儿园:占主导地位的手的灵敏度与数学技能有关.
- 二年级:与数学技能相关的非主导的手工敏捷性;在四年级没有观察到显著的相关性.
结论:
- 精细运动技能和数学能力之间的关系是动态的,并且取决于年龄.
- 这些发现有助于理解数字化实施例的内部化.
- 需要进一步的研究来探索精细运动技能作为数学技能风险的潜在早期指标.
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