数学焦虑和数字处理:执行函数,枢纽性和普通性之间的联系
Kenny Skagerlund1,2,3, Mikael Skagenholt1, Ulf Träff1
1Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
Quarterly journal of experimental psychology (2006)
|February 7, 2024
概括
儿童的数学焦虑 (MA) 影响着平凡的处理和执行功能,特别是转移能力. 这种执行功能缺陷可能解释了数学焦虑.
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:
- 数学焦虑 (MA) 是儿童数学学习的重要障碍.
- 通过MA影响学业成绩的确切机制尚未完全理解.
- 执行功能和基本的数字处理对于数学能力至关重要.
研究的目的:
- 研究数学焦虑,数字处理 (枢机性和普通性) 和学龄儿童执行功能之间的关系.
- 为了确定与高数学焦虑相关的特定认知缺陷.
- 探索执行职能在调解数学焦虑对数值技能影响中的作用.
主要方法:
- 一项涉及127名学龄儿童 (4-7年级) 的比较研究.
- 参与者被分为高数学焦虑 (最低四分位数) 和低数学焦虑 (最高四分位数) 组.
- 评估数学焦虑,核心处理 (数字比较,非象征数字感),普通处理 (数字和非数字) 和执行功能 (转移能力).
主要成果:
- 高度数学焦虑的学生在核心处理中没有差异,但在普通处理任务 (数值和非数值) 中表现出缺陷.
- 患有高MA的儿童在关键执行功能 - - 移动能力方面表现较差.
- 转移能力与数字和非数字平凡性任务的表现有显著的相关性.
结论:
- 执行功能,特别是转移能力,与在数学焦虑儿童中观察到的数值缺陷有关.
- 平凡度处理似乎比核心度处理更容易受到数学焦虑的影响.
- 执行过程可能是理解数学焦虑和数字能力延迟之间的联系的核心.
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