Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA.
Dev Psychol. 2012 Sep;48(5):1315-26. doi: 10.1037/a0027475. Epub 2012 Mar 12.
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across Grades 2-3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems.
本研究旨在探究领域一般性认知资源以及不同形式的算术发展对前代数知识个体差异的贡献。在二年级开始时，对 279 名儿童（平均年龄为 7.59 岁）进行了 7 项领域一般性认知资源以及算术计算和文字问题的评估，并在三年级末对计算、文字问题和前代数知识进行了评估。多层次路径分析，控制了与 2-3 年级学生所在班级序列相关的教学效果，表明算术计算和文字问题是前代数知识的基础。此外，结果表明，除了通过算术计算和文字问题间接产生的影响外，非言语推理和口头语言对前代数知识有直接贡献。相比之下，注意力行为、语音处理和处理速度仅通过算术计算和文字问题间接地对前代数知识产生影响。
