数量和领域一般性能力对入学准备的贡献。
The contributions of numerosity and domain-general abilities to school readiness.
机构信息
Vanderbilt University, Nashville,TN 37203, USA.
出版信息
Child Dev. 2010 Sep-Oct;81(5):1520-33. doi: 10.1111/j.1467-8624.2010.01489.x.
Abstract
Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill (WP). Students (n=205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP. Both aspects of numerosity predicted NC when controlling for domain-general abilities, but domain-general abilities did not account for significant additional variance. By contrast, when controlling for domain-general abilities in predicting WP, only precise representation of small quantities was uniquely predictive, and domain-general measures accounted for significant additional variance; central executive component of working memory and concept formation were uniquely predictive. Results suggest that development of NC and WP depends on different constellations of numerical versus more general cognitive abilities.
摘要
本研究评估了一年级学生的数量组合技能（NC）和应用题技能（WP）的领域一般性和领域特殊性数值能力的贡献。在考虑了领域一般性能力后，数量的两个方面都可以预测 NC，但领域一般性能力并不能解释显著的额外差异。相比之下，在预测 WP 时，控制领域一般性能力，只有准确表示小数量的能力具有独特的预测性，并且领域一般性测量可以解释显著的额外差异；工作记忆的中央执行组件和概念形成是唯一具有预测性的因素。研究结果表明，NC 和 WP 的发展取决于数值能力与更一般的认知能力的不同组合。
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