家庭社会经济地位如何影响儿童的核心原则? 大致数字系统和感知词汇技能的链中介作用
Huanhuan Li1, Yifang Wang2, Bingyu Duan1
1College of Educational Science, Xinjiang Normal University, Urumqi, China.
Frontiers in psychology
|July 24, 2025
概括
家庭的社会经济地位通过他们的数值感 (近似数值系统) 和词汇 (感知词汇技能) 间接影响孩子的数学技能,特别是枢机性原则. 早期干预应应对这些相互关联的因素.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 家庭社会经济地位 (FES) 与儿童的数学能力有关.
- 在这种关系中,近似数字系统 (ANS) 和感知词汇技能 (RVS) 的作用尚未完全理解.
- 本研究探讨了FES如何通过ANS和RVS影响 Cardinality Principle (CP) 的作用.
研究的目的:
- 检查ANS和RVS对FES和儿童CP之间的关系的调解效应.
- 澄清将社会经济因素与早期数学理解联系在一起的机制.
- 为有针对性的教育干预提供见解.
主要方法:
- 与110名儿童 (平均年龄为67.53个月) 和他们的父母进行的横截面研究.
- 评估了FES (收入,教育,职业),ANS (帕纳马斯),RVS (PPVT-R) 和CP (多少,给-N任务).
- 使用SPSS和PROCESS宏 (模型6) 分析数据.
主要成果:
- 在CP,FES,ANS和RVS之间发现了显著的正相关性.
- 即使在对儿童年龄和性别进行控制后,FES也直接对CP产生了积极影响.
- ANS和RVS部分调解了FES-CP关系,充当连锁调解人.
结论:
- 通过ANS和RVS,FES间接影响CP的发展.
- 突出了社会经济地位,认知和语言技能在数学发展中的复杂相互作用.
- 建议干预措施应整合社会经济,认知和语言支持儿童的数学学习.
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