Department of Psychology, Kingston University, London, UK.
Department of Psychology, Kingston University, London, UK.
Res Dev Disabil. 2018 Jun;77:1-11. doi: 10.1016/j.ridd.2018.03.011. Epub 2018 Mar 31.
Although previous correlational studies have shown that both symbolic and non-symbolic abilities relate to mathematical abilities, correlational studies cannot show the cause and effect of these abilities for mathematical success.
The current study examined the effect of a non-symbolic training program, called PLUS and a symbolic training program, called DIGIT, to provide further insight into the causal nature of domain specific factors that contribute to mathematical abilities.
and Procedures: Forty-nine preschool children who had low mathematical abilities were recruited and randomly allocated to the DIGIT and PLUS training programs. Performance on a number of mathematical tasks was compared to 20 preschoolers with no mathematical difficulties.
Performance in both training programs improved on the Test of Early Mathematical Abilities as well as on a non-symbolic Approximate Number Sense task, counting tasks, and digit recognition tasks, immediately after five weeks of training and this improvement remained six months later.
This study provides further evidence that symbolic and non-symbolic abilities bi-directionally impact on each other and that ordinality knowledge is an important factor of mathematical development.
尽管先前的相关性研究表明，符号和非符号能力都与数学能力有关，但相关性研究无法表明这些能力对数学成功的因果关系。
本研究考察了非符号训练计划 PLUS 和符号训练计划 DIGIT 的效果，以更深入地了解对数学能力有贡献的特定领域因素的因果性质。
和程序：招募了 49 名数学能力较低的学龄前儿童，并将他们随机分配到 DIGIT 和 PLUS 训练计划中。将他们在多项数学任务上的表现与 20 名没有数学困难的学龄前儿童进行比较。
在五周的训练后，无论是在训练计划中还是在非符号近似数量感任务、计数任务和数字识别任务上，儿童的表现都提高了，并且这种提高在六个月后仍然存在。
本研究进一步证明了符号和非符号能力相互影响，并且顺序知识是数学发展的重要因素。
