词汇,工作记忆和数学焦虑在预测早期数学表现中的相互作用
Roberto A Ferreira1,2, Cristina Rodríguez2,3, Bárbara Guzmán2,3
1Facultad de Ciencias de la Educación, Universidad de Talca, Linares 3582979, Chile.
Journal of Intelligence
|October 28, 2025
概括
词汇通过改善工作记忆和减少数学焦虑来提高早期的数学技能. 数学专用词汇的影响更大,突出了它对学术成功的重要性.
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:
- 早期的数学表现依赖于认知 (语言,工作记忆) 和情感 (焦虑) 因素.
- 词汇知识对于培养年轻学习者的数学技能至关重要.
研究的目的:
- 研究工作记忆和数学焦虑在词汇和数学表现关系中的调解作用.
- 在明确的数值情况 (ENS) 和一般的课堂情况 (GCS) 中检查这些角色.
主要方法:
- 结构方程建模用于分析智利467名二年级学生的数据.
- 测试了一种双通道模型来评估调解效应.
主要成果:
- 一般和数学特定的词汇积极预测工作记忆和负面预测数学焦虑 (ENS).
- 工作记忆和ENS显著预测了数学结果;GCS没有.
- 词汇通过认知 (工作记忆) 和情感 (焦虑) 途径影响了数学表现.
结论:
- 词汇获取通过增强的认知处理和减少焦虑来支持早期的数学学习.
- 数学特定的词汇表现出更强大的影响,强调其与数学任务的直接相关性.
- 针对词汇发展的干预措施可以改善数学学习的认知和情感方面.
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