认知能力和数学成绩之间的交叉滞后关系
Daniela Fiedler1, Samantha Barton2, Ulrike Kipman3
1Department of Educational Psychology, University of Rostock, August-Bebel-Str. 28, 18051 Rostock, Germany.
Journal of Intelligence
|November 26, 2025
概括
认知能力可以预测小学学生的数学成绩,但不能反过来. 数学成绩随着时间的推移轻微影响认知发展,突出了数学知识获取的重要性.
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:
- 认知能力和数学成绩之间的联系已经确立,但它们的发展关系仍在争论中.
- 对小学儿童的纵向研究很少,这限制了对相互影响的理解.
研究的目的:
- 调查小学生认知能力和数学成绩之间的单向与互惠关系.
- 为了检查智力和数学成就的稳定性随着时间的推移.
- 为了弥补超过两个测量点的纵向数据的差距.
主要方法:
- 这是一项长度研究,每年对1726名小学生进行了长达四年的长度调查.
- 对构造特定的潜在变量和交叉滞后效应的分析.
- 四个测量场合来跟踪认知能力和数学成绩的变化.
主要成果:
- 发现了一个单向的关系:认知能力预测了数学成绩.
- 数学成绩显示,随着时间的推移,对认知能力的影响略微增加.
- 认知能力和数学成绩都在小学儿童中表现出高稳定性.
结论:
- 认知能力是早期教育中数学成功的主要驱动力.
- 数学知识的获取在认知发展中起着重要作用,尽管对认知能力的影响是次要的.
- 在小学期间,智力和数学技能相对稳定.
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