早期数学的认知基础:研究数字,执行功能和空间技能的独特贡献
Hannah L Whitehead1, Zachary Hawes1
1Department of Applied Psychology & Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, ON M5S 1V6, Canada.
Journal of Intelligence
|December 22, 2023
概括
儿童的数值,执行功能 (EF) 和空间技能独特地预测了不同的数学能力. 空间技能支持算术策略,而EF技能则有助于数列表现,突出了数学学习的独特认知基础.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 数字,执行功能 (EF) 和空间技能被认为是数学发展的基础.
- 这些认知技能可能会通过不同的途径影响数学学习.
- 了解这些不同的关系对于有效的数学教育至关重要.
研究的目的:
- 研究数字,EF和空间技能对儿童数学表现的独特贡献.
- 测试这些认知技能是否通过单独或共享的机制与数学有关.
- 探索战略使用在认知技能和算术之间的关系中扮演的调解角色.
主要方法:
- 180名4~9岁儿童的样本完成了数值,EF,空间和数学能力的评估.
- 用因子分析来检查认知技能的结构及其与数学表现的关系.
- 回归分析确定了数字直线和算术表现的独特预测因素,调解分析测试了策略使用.
主要成果:
- 因子分析证实,数值,EF和空间技能是不同的,但相关的认知构造.
- 执行职能技能独特地预测了数字行表现.
- 空间技能独特地预测了算术 (加法) 的表现,并且与使用先进的加法策略有关,这些策略完全介绍了空间-算术联系.
结论:
- 数字,执行功能和空间技能为数学学习的不同方面提供了可分离的基础.
- 空间技能对算术发展尤为重要,可能是因为它们对策略选择的影响.
- 这些发现对在早期数学教育中量身定制评估和教学方法有重大影响.
相关概念视频
01:17Piaget's Stage 3 of Cognitive Development
553
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
553
01:30Information Processing Approach
38
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
38
01:24Natural and Artificial Concepts
165
In psychology, concepts can be divided into two categories: natural and artificial. Natural concepts are formed through direct or indirect experiences. For example, consider the concept of snow. If you live in a place with regular snowfall, such as Essex Junction, Vermont, you know snow through direct experiences. You’ve seen it fall, touched it, shoveled it, and played in it. You recognize its texture, appearance, and even its smell. In contrast, if you live on an island like Saint...
165
01:14Piaget's Stage 2 of Cognitive Development
77
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
77
01:21The Nativist Approach
57
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
57
01:24Revisionist Views of Adolescent and Adult Cognition
32
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are...
32