Koponen Tuire, Aunola Kaisa, Ahonen Timo, Nurmi Jari-Erik
Niilo Mäki Institute, University of Jyväskylä, FI-40014 Jyväskylä, Finland.
J Exp Child Psychol. 2007 Jul;97(3):220-41. doi: 10.1016/j.jecp.2007.03.001.
This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In Grade 4, we assessed their calculation and reading skills. Data on children's cognitive ability at 5 years of age and their mothers' level of education were also collected. The results showed that both of the core components of calculation, single-digit and procedural calculation, as well as their covariance with reading, were predicted by unique cognitive factors. Fluency in single-digit calculation and text reading shared an underlying cognitive process, that is, the ability to fluently retrieve verbal or visual-verbal associations from long-term memory. In contrast, procedural calculation was predicted not only by single-digit calculation but also by mother's education and conceptual knowledge of numbers. Overall, the results suggest that a multicomponential approach, including a hierarchical relation among various components, is fruitful when trying to understand the development of mathematical skill and its covariation with reading.
本研究考察了幼儿园儿童的认知能力及其母亲的教育程度在多大程度上能够预测他们的一位数计算能力和程序性计算技能，以及这些能力与四年级阅读技能的协方差。在幼儿园阶段，我们评估了178名儿童的基本数字技能、语言技能和视觉注意力。在四年级时，我们评估了他们的计算和阅读技能。我们还收集了儿童5岁时的认知能力数据及其母亲的教育水平数据。结果表明，计算的两个核心组成部分，即一位数计算和程序性计算，以及它们与阅读的协方差，均由独特的认知因素预测。一位数计算的流畅性和文本阅读共享一个潜在的认知过程，即从长期记忆中流畅检索言语或视觉 - 言语联想的能力。相比之下，程序性计算不仅由一位数计算预测，还由母亲的教育程度和数字概念知识预测。总体而言，结果表明，当试图理解数学技能的发展及其与阅读的协方差时，采用包括各组成部分之间层次关系的多成分方法是富有成效的。
