在小学儿童中空间-数学关联的潜在潜在机制
Elaine Tang1, Terry Tin-Yau Wong2
1Anglican (Hong Kong) Primary Schools Council Limited, Hong Kong, China; Department of Psychology, University of Hong Kong, Hong Kong, China.
Journal of experimental child psychology
|September 19, 2025
概括
空间技能,如空间缩放和心理旋转,是小学儿童数学成绩的关键预测因素. 了解这些联系可以为更好的数学干预提供信息.
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:
- 人们越来越认识到空间技能对数学发展至关重要.
- 影响儿童数学成绩的特定空间能力和潜在机制需要进一步阐明.
- 以前的研究表明,空间能力和数学之间存在普遍联系,但详细的途径不太了解.
研究的目的:
- 研究各种空间技能在小学儿童数学成绩中的不同作用.
- 确定调解机制,包括推理和数轴估计,将空间技能与数学表现联系起来.
- 探索工作记忆和词汇作为潜在的混因素的影响.
主要方法:
- 评估了348名三年级和四年级学生的多种空间技能 (例如,空间缩放,心理旋转).
- 测量数学结果,工作记忆和词汇.
- 员工调解分析,以检查空间技能对数学成绩的间接影响.
主要成果:
- 空间缩放和心理旋转被确定为数学成就的独特预测因素.
- 空间缩放和数学成绩之间的关系由比例推理,整数直线估计和分数数直线估计串行介导.
- 心理旋转与数学成绩的联系是由缺失术语问题调解的.
结论:
- 特定的空间技能,即空间缩放和心理旋转,在儿童的数学成功中发挥着重要作用.
- 比例推理和数轴估计能力是空间缩放对数学影响的关键媒介.
- 缺失术语问题是心理旋转对数学结果影响的关键调解器.
- 研究结果为制定有针对性的干预策略提供了宝贵的见解,以提高儿童的空间和数学技能.
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