Justus Liebig University of Giessen.
University of Education Ludwigsburg.
Child Dev. 2019 Mar;90(2):544-561. doi: 10.1111/cdev.12909. Epub 2017 Aug 10.
This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity-number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grades. A confirmatory factor analysis resulted in updating as a first, and inhibition and shifting as a combined second factor. In the structural equation model, updating significantly affected knowledge of the number word sequence, suggesting a facilitatory effect on basic encoding processes in numerical materials that can be learnt purely by rote. Shifting and inhibition significantly influenced quantity to number word linkages, indicating that these processes promote developing a profound understanding of numbers. These results show the supportive role of specific EF for specific aspects of a numerical foundation.
本研究评估了 5 岁儿童（N=244）执行功能（EF）的因素结构在多大程度上影响了整个一年级和二年级的早期数量-数字能力、算术流畅性和数学学业成绩。验证性因素分析的结果是将更新作为第一个因素，而抑制和转换作为第二个综合因素。在结构方程模型中，更新显著影响了对数字单词序列的知识，这表明对数字材料的基本编码过程具有促进作用，这些过程可以通过死记硬背来学习。转换和抑制显著影响数量与数字单词之间的联系，表明这些过程有助于对数字有更深入的理解。这些结果表明特定的 EF 对数字基础的特定方面具有支持作用。
