1级和2级的数感-算术联系:流利的情况
Mei Ma1, Maxim Likhanov1, Xinlin Zhou1
1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China.
The British journal of educational psychology
|May 28, 2024
概括
数字感对于算术技能至关重要,即使在控制其他认知因素时也是如此. 即使没有先前的数学培训,这种联系仍然存在,尽管它在正规教育中得到加强.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- "流动性假设"表明,数感通过流动处理来帮助算术.
- 之前的研究表明,数字感和算术技能之间存在联系.
研究的目的:
- 调查数字感是否独立于其他认知因素对算术任务做出贡献.
- 为了确定这个贡献是否随着个人的数学流水平而变化.
- 检查正规数学教育对数感-算术关系的影响.
主要方法:
- 这是一项对437名中国学龄儿童从一年级到二年级进行的纵向研究.
- 评估数字感,算术,空间能力,工作记忆,感知,反应时间,字符阅读和一般智力.
- 对认知因素和数学流程度的受控分析.
主要成果:
- 数字感和算术之间的关联甚至在第一年级 (在正式的数学训练之前) 也显著.
- 这种联系从1级加强到2级.
- 早期的数学表现并没有显著地调节二年级的数感-算术联系.
结论:
- 数字感是简单算术表现的重要预测因素,独立于其他认知能力.
- 数字感和算术之间的关系似乎对正式的数学教育很敏感.
- 由于等级之间的效果大小差异很小,因此需要进一步研究.
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