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相关概念视频

Language and Cognition01:27

Language and Cognition

321
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
321
Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

49
Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
49
Working Memory01:24

Working Memory

129
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
129

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相关实验视频

Updated: Jun 2, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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在多语言的年轻成年人中,数学态度和口头记忆.

Gigi Luk1, Esteban Hernández-Rivera2, Karla Tarín2

  • 1Department of Educational and Counselling Psychology, McGill University.

Canadian journal of experimental psychology = Revue canadienne de psychologie experimentale
|January 17, 2025
PubMed
概括

在多语言的年轻成年人中,英语和法语之间的数学态度相似. 负面的数学态度与较低的英语口头记忆有关,但与计算流性无关.

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科学领域:

  • 认知心理学 认知心理学
  • 教育心理学教育心理学
  • 语言学的语言学.

背景情况:

  • 之前关于数学态度的研究主要集中在单语人士身上.
  • 了解多语言人口中的数学态度对于包容性教育至关重要.

研究的目的:

  • 为了调查数学态度是否在多语言年轻人的语言之间有所不同.
  • 探索数学态度,口头记忆和跨语言计算流之间的关系.

主要方法:

  • 调查了87名英法双语年轻成年人 (18-25岁) 关于数学态度,口头记忆和两种语言的计算流性.
  • 使用数学焦虑量表修订 (MAS-R) 进行态度评估.
  • 采用探索性因子分析和相关性分析.

主要成果:

  • 数学态度在英语和法语之间是可比的.
  • 在数学负面态度和英语口头记忆之间发现了负相关性,在对语言能力进行控制后仍然存在.
  • 在数学态度 (积极或消极) 和计算流性之间没有观察到显著的相关性.

结论:

  • 在这个英法双语样本中,评估语言似乎没有显著改变数学态度.
  • 对双语者来说,负面的数学态度可能与特定语言 (英语) 的口头记忆性能降低有关.
  • 在这种多语言背景下,数学态度与计算流性没有相关性.