在小学学生中验证新的基于平板电脑的问题解决任务
Jonas Schäfer1,2, Timo Reuter2, Miriam Leuchter2
1Department of Psychology, University of Kaiserslautern-Landau, Landau, Germany.
PloS one
|August 29, 2024
概括
研究人员为儿童开发了数字问题解决任务,发现它们可以准确地测量数字和模拟格式的认知技能. 这一进步有助于儿童认知研究和课堂应用.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育技术的教育技术
背景情况:
- 解决问题对于学业成功至关重要,但对其童年认知相关的经验数据有限.
- 现有的模拟问题解决任务很少,需要大量的手动编码进行分析.
- 需要有效,易于使用的工具来评估儿童的解决问题的技能.
研究的目的:
- 开发和验证新的平板电脑 (数字) 版本的模拟技术问题解决任务.
- 检查这些数字任务与其他认知能力的融合有效性.
- 为了确定模拟和数字任务模式之间的测量不变性.
主要方法:
- 基于现有模拟版本开发数字轮构造任务.
- 对215名6至8岁的儿童进行了模拟和数字任务.
- 利用结构方程建模来分析任务性能与其他认知评估 (语言,推理) 之间的相关性.
主要成果:
- 数字和模拟问题解决任务的表现与实质相关,证明了趋同有效性.
- 数字任务的性能与语言,推理和其他解决问题的措施有显著的相关性.
- 在模拟和数字模式中证实了标尺测量不变性,表明可互换的使用.
结论:
- 新开发的数字问题解决任务是对儿童的有效和可靠措施.
- 模拟和数字任务版本都涉及类似的认知资源和能力.
- 数字化任务为数据收集和教育环境中的应用提供了好处.
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