与中国和意大利儿童算术表现相关的情感和认知因素
Wei Wei1, Chang Xu2, Sara Caviola3
1Department of Psychology and Behavioral Sciences, Zhejiang University, Zijingang Campus, Hang Zhou, 310028, China. weiwei820@zju.edu.cn.
BMC psychology
|August 31, 2024
概括
与意大利儿童相比,中国儿童在算术任务中表现出色,记忆和执行功能等认知因素在不同文化中发挥着类似的作用. 文化对算术流性的强调可能解释了绩效差异.
科学领域:
- 认知心理学 认知心理学
- 跨文化心理学 跨文化心理学
- 教育心理学教育心理学
背景情况:
- 研究跨文化算术表现中的认知和情感因素.
- 检查中国和意大利三年级和四年级学生之间的差异.
研究的目的:
- 探索跨文化对算术任务执行的认知和情感影响.
- 了解记忆,执行功能和数学焦虑等因素如何与中国和意大利儿童的算术技能有关.
主要方法:
- 来自中国和意大利的404名三年级和四年级学生完成了精确的算术,估计任务和认知评估.
- 认知任务包括短期记忆,执行功能 (抑制,转移) 和流动推理.
- 对所有参与者的数学焦虑水平都进行了测量.
主要成果:
- 中国儿童在精确的算术和转移任务中表现优于意大利儿童.
- 意大利儿童在视觉空间更新方面表现更好,并报告了更高的数学焦虑.
- 路径分析表明,两组的认知因素,焦虑和算术表现之间存在相似的关系,中国儿童的更新和估计之间存在独特的联系.
结论:
- 中国儿童在精确算术方面的卓越表现很可能与教育对流利性的强调有关.
- 视觉空间更新在中国儿童的算术估计中的独特预测作用表明了实践的好处.
- 文化和教育因素显著影响算术表现的认知和情感方面.
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