指数计数,指数手势和基本的数字技能:对3至5岁儿童进行横截面研究
Stephanie Roesch1, Korbinian Moeller2, Julia Bahnmueller3
1Hector Research Institute of Education Sciences and Psychology, University of Tübingen, 72072 Tübingen, Germany; LEAD Graduate School and Research Network, University of Tübingen, 72072 Tübingen, Germany.
Journal of experimental child psychology
|March 16, 2024
概括
指数计数和指数手势有助于幼儿早期的数学技能. 这两种策略,当被提示时,显著提高了数值理解和算术能力.
科学领域:
- 认知发展 认知发展
- 教育心理学教育心理学
背景情况:
- 基于手指的策略越来越多地被认为有助于发展基本的数值技能.
- 有两种主要策略:指数计数 (顺序计数) 和指数手势 (同时表示大小).
研究的目的:
- 为了调查3至5岁儿童的自发和提示指数计数和指数手势.
- 确定这些策略对基本数值技能的贡献.
主要方法:
- 评估了156名3-5岁的儿童.
- 检查了自发和提示使用指数计数和指数手势.
- 策略使用与计数,枢机数知识和基本算法的表现相关联.
主要成果:
- 自发使用手指的情况因环境而异 (6%用于计数,59%用于年龄).
- 儿童在提示指数计数时表现更好,而不是指数手势.
- 这两种提示策略都在很大程度上预测了数字技能.
结论:
- 基于指的策略在它们的自发应用中是取决于环境的.
- 提示指数计数和指数手势相互支持,支持数字发展.
- 指数计数和指数手势都与数字发展有关.
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