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.
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.
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.
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