数字大小处理和数学焦虑之间的关系,以及它们对成年人数学表现的共同影响,根据数值任务的指标而异
Monika Szczygieł1, Mehmet Hayri Sarı2
1Institute of Psychology, Jagiellonian University in Kraków, Kraków, Poland. monika.szczygiel@uj.edu.pl.
Cognitive processing
|April 21, 2024
概括
数学焦虑与象征性数值大小处理问题有关,影响了数学技能. 然而,非象征性处理和数学焦虑显示出了一个意想不到的关系,质疑了原始假设的部分部分.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 假设数学焦虑源于数值大小处理中的缺陷,阻碍了高级数学技能的发展.
- 之前关于这种联系的研究是矛盾的,可能是由于评估数值大小处理的方法有所不同.
研究的目的:
- 为了测试马洛尼等人. 通过检查数学焦虑,数值大小处理 (象征性和非象征性) 和数学表现之间的关系.
- 调查数学焦虑对数值大小处理和数学表现之间的关联的调节作用.
主要方法:
- 采用符号和非符号比较任务,以及数字直线估计任务来测量数字大小处理.
- 评估数学焦虑,使用学习,测试,解决问题和一般焦虑措施的综合得分.
- 分析了119名年轻成年人的数据,以评估这些构造之间的关系.
主要成果:
- 结果在很大程度上支持了关于符号大小处理缺陷和数学焦虑的假设.
- 在非象征性大小处理和数学焦虑之间观察到一个反向关系,与假设相反.
- 估计过程,但不是比较过程,与成年人的数学表现和数学焦虑有关.
结论:
- 象征性数值大小处理中的缺陷与成年人的数学焦虑有关.
- 非象征性处理和数学焦虑之间的关系似乎比最初假设的更复杂.
- 数学焦虑和估计能力显著影响成年人的数学表现,而数学焦虑会缓解某些处理性能联系.
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