Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland.
Department of Psychology, University of Bern, 3012 Bern, Switzerland; Center for Cognition, Learning, and Memory, 3012 Bern, Switzerland.
J Exp Child Psychol. 2019 Jun;182:187-195. doi: 10.1016/j.jecp.2019.01.021. Epub 2019 Mar 1.
The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kindergarteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder.
本研究的目的是在一个由 151 名幼儿园儿童（平均年龄为 6.45 岁）组成的规范样本中探索基本数字技能的个体差异。虽然之前的研究声称执行功能与基本数字技能之间存在实质性联系，但运动能力已被提出以解释数字技能的差异。关于本研究，这两个假设已经结合在一起，揭示了有趣的结果。具体而言，执行功能（抑制、转换和视空间工作记忆）与符号数字技能相关，运动技能（粗大运动技能和精细运动技能）与非符号数字技能显著相关。表明运动技能和执行功能与基本数字技能相关，可能为某些障碍或残疾（如非言语学习障碍、发育性计算障碍和发育性协调障碍）的干预提供潜在途径。
