Department of Psychology, Tomsk State University.
Department of Psychology, The Ohio State University.
Dev Psychol. 2017 Oct;53(10):1924-1939. doi: 10.1037/dev0000331. Epub 2017 Jul 31.
Individual differences in number sense correlate with mathematical ability and performance, although the presence and strength of this relationship differs across studies. Inconsistencies in the literature may stem from heterogeneity of number sense and mathematical ability constructs. Sample characteristics may also play a role as changes in the relationship between number sense and mathematics may differ across development and cultural contexts. In this study, 4,984 16-year-old students were assessed on estimation ability, one aspect of number sense. Estimation was measured using 2 different tasks: number line and dot-comparison. Using cognitive and achievement data previously collected from these students at ages 7, 9, 10, 12, and 14, the study explored for which of the measures and when in development these links are observed, and how strong these links are and how much these links are moderated by other cognitive abilities. The 2 number sense measures correlated modestly with each other (r = .22), but moderately with mathematics at age 16. Both measures were also associated with earlier mathematics; but this association was uneven across development and was moderated by other cognitive abilities. (PsycINFO Database Record
个体在数字感方面的差异与数学能力和表现相关，尽管这种关系在不同的研究中存在且强度不同。文献中的不一致可能源于数字感和数学能力结构的异质性。样本特征也可能起作用，因为数字感和数学之间的关系变化可能因发展和文化背景而异。在这项研究中，对 4984 名 16 岁的学生进行了估计能力（数字感的一个方面）的评估。使用 2 种不同的任务来衡量估计能力：数字线和点比较。利用之前从这些学生在 7 岁、9 岁、10 岁、12 岁和 14 岁时收集的认知和成就数据，研究探讨了这些关联在哪些测量中以及在发展的哪个阶段观察到，以及这些关联的强度以及这些关联在多大程度上受到其他认知能力的调节。这两种数字感测量彼此之间中度相关（r =.22），但与 16 岁时的数学中度相关。这两种测量都与早期的数学有关；但这种关联在发展过程中并不均衡，并且受到其他认知能力的调节。
