在中学阅读和数学重叠的认知预测因素
Paul T Cirino1, Cassidy Salentine1, Abby Farrell1
1University of Houston.
Learning and individual differences
|July 4, 2024
概括
像工作记忆和语言这样的认知预测因素解释了中学生数学和阅读技能之间的重叠的一半. 语言独特地预测阅读,而工作记忆独特地预测数学.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发育神经科学的发展神经科学.
背景情况:
- 众所周知,数学和阅读技能是相关的,每个人都有既定的预测因素.
- 这些预测因素对数学阅读重叠的独特和集体贡献不太了解.
研究的目的:
- 调查认知预测器在数学和阅读技能的重叠和差异性重要性.
- 为了确定数学阅读重叠的多少是由共享的认知因素解释的.
主要方法:
- 研究了从工作记忆,处理速度,注意力和语言领域的20个预测因素.
- 使用隐性变量分析与定时和非定时的成就指标.
- 样本包括212名处于危险的中学生,包括英语学习者.
主要成果:
- 认知预测因素约占成就技能重叠的50%.
- 发现差异预测:语言用于阅读和工作记忆用于数学.
- 建议其他因素,可能是特定领域的技能,也会导致数学阅读的重叠.
结论:
- 认知因素显著地解释了数学和阅读技能之间的关系.
- 特定的认知能力对阅读和数学学习具有不同的重要性.
- 进一步的研究应该探索数学与阅读关系的其他贡献因素.
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