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视觉空间工作记忆和数字处理之间的关联的发展路径.

Sarit Ashkenazi1, Anna Adi2

  • 1Learning Disabilities, The Hebrew University of Jerusalem, The Seymour Fox School of Education, Jerusalem, Israel. sarit.ashkenazi@mail.huji.ac.il.

Psychological research
|February 6, 2026
PubMed
概括

小孩子在数字任务中使用空间记忆,但这种联系随着年龄的增长而消失. 符号数字技能是从非符号能力中发展出来的,而不是直接从空间技能中发展出来的.

关键词:
发展发展发展 发展发展非象征性的数量表示.空间短期记忆 空间短期记忆空间工作记忆空间工作记忆象征性的数量表示.

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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 教育技术的教育技术

背景情况:

  • 空间能力对于认知发展至关重要.
  • 了解空间技能和数值处理之间的相互作用是早期数学教育的关键.
  • 数字工具为研究儿童认知功能提供了新的途径.

研究的目的:

  • 研究儿童的空间能力和数字处理之间的关系.
  • 检查年龄如何调节空间和数值技能之间的关联.
  • 确定符号数字表示是否与空间能力直接相关.

主要方法:

  • 使用智能手机应用程序管理四项任务:空间短期记忆,空间工作记忆,非象征性比较和象征性比较.
  • 收集了来自541名儿童的数据 (平均年龄 = 6.41岁).
  • 进行了连接分析和统一模型分析,以探索关系和年龄影响.

主要成果:

  • 量比较任务显示与空间短期记忆和空间工作记忆有直接关联,并且在较小程度上是空间工作记忆.
  • 这些关联的强度随着年龄的增长而下降,这表明年幼的孩子更多地依赖空间策略.
  • 在统一模型中,在象征性比较和空间能力之间没有发现直接联系,尽管年龄影响了非象征性比较.

结论:

  • 空间能力,特别是短期和工作记忆,直接参与早期的数字处理,特别是在年幼的儿童中.
  • 随着孩子的年龄增长,对数字任务的空间策略的依赖减少了.
  • 象征性数字表示似乎建立在非象征性表示上,而不是在早期发展中与空间能力有直接联系.