定时和非定时的写作和数学:在小学中共享和差异性认知预测因素
Cassidy M Salentine1, Johanna Bick1, Steven P Woods1
1Department of Psychology, University of Houston, Houston, TX, USA.
概括
语音意识 (PA),工作记忆 (WM) 和精细运动技能 (FMS) 等认知技能显著影响写作和数学能力. 这些技能的相互作用不同,具体取决于任务是有时间的还是无时间的.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 写作和数学成就之间的相互作用尚未完全理解.
- 语音意识 (PA),工作记忆 (WM) 和精细运动技能 (FMS) 单独与写作和数学有关,但很少一起研究.
- 了解共同的认知因素对于解决学习困难至关重要.
研究的目的:
- 为了调查共同的认知因素,既是时间和非时间的写作和数学表现的基础.
- 检查PA,WM和FMS对小学学生各种学术技能的影响.
- 探索WM和PA在FMS和学术成果之间的关系中扮演的调解角色.
主要方法:
- 这是一项涉及677名三年级到五年级学生的交叉研究,他们具有不同的学术能力.
- 评估定时 (流利/自动) 和非定时 (拼写,数学计算) 的写作和数学技能.
- 统计分析以评估PA,WM和FMS的关系和调解效应.
主要成果:
- 工作记忆 (WM) 对定时写作比数学有更大的影响;语音意识 (PA) 对定时和非定时任务的写作比数学有更强烈的影响.
- 与定时数学相比,PA对非定时数学有更强烈的影响.
- WM完全调解了FMS无时限写作链接,而PA部分调解了WM与所有写作和数学技能的关系.
结论:
- 精细运动技能 (FMS),工作记忆 (WM) 和语音意识 (PA) 都与写作和数学成就有关,无论是独立的还是集体的.
- 这些发现强调了在教育干预中考虑这些认知因素的重要性.
- 这项研究有助于更强大的理论和经验理解写作和数学之间的联系.
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