基础上的认知过程是数学天赋的新兴双语者
H Lee Swanson1, Jennifer E Kong2, Catherine M Lussier3
1Educational Psychology, University of California, Riverside, Riverside, CA 92521, USA; Educational Psychology, University of New Mexico, Albuquerque, NM 87131, USA.
Journal of experimental child psychology
|December 23, 2023
概括
在第二语言 (L2) 中估计和工作记忆等认知措施有助于识别数学天才的新兴双语学生. 在他们的第一语言 (L1) 中解决问题也是一个关键预测因素.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 语言学的语言学.
背景情况:
- 识别新兴双语的数学天才学生,带来了独特的挑战.
- 标准的认知评估可能无法完全捕捉学生在第二语言学习的能力.
- 在第一 (L1) 和第二 (L2) 语言中理解认知措施的作用至关重要.
研究的目的:
- 确定特定的认知措施,以改善识别数学天赋新兴双语学生的识别.
- 为了比较L1和L2中对天赋的认知和学术措施的预测能力.
主要方法:
- 在他们的L1 (西班牙语) 和L2 (英语) 中给小学学生 (1-3年级) 进行了一系列数学,词汇,阅读和认知测试 (短期记忆,抑制,工作记忆).
- 采用多层多元物流模型来比较天才学生与平均和低数学成绩的学生.
- 分析了两种语言的认知参数,以确定数学天赋的独特预测因素.
主要成果:
- 在L2的估计和工作记忆,以及L1的解决问题,是与平均成绩相比,识别天才学生的重要独特预测因素.
- 像大小判断和英语阅读能力这样的L2参数与识别具有低数学计算技能的学生有关.
- 结果表明需要采用多维方法,整合特定领域的技能和一般认知过程,以准确识别.
结论:
- 第二语言的认知指标,特别是估计和工作记忆,对于识别数学天赋新兴双语者至关重要.
- 整合L1和L2认知评估可以更全面地了解双语学习者的天赋.
- 这些发现支持一种多维模型,用于识别跨不同语言能力的天赋.
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