University of California, Riverside, Riverside, CA 92521, USA; University of New Mexico, Albuquerque, NM 87131, USA.
University of California, Riverside, Riverside, CA 92521, USA; University of New Mexico, Albuquerque, NM 87131, USA.
J Exp Child Psychol. 2019 Nov;187:104653. doi: 10.1016/j.jecp.2019.06.006. Epub 2019 Aug 1.
This study identified cognitive processes that underlie individual differences in working memory (WM) and mathematical problem-solving accuracy in emerging bilingual children (English learners). A battery of tests was administered in both English and Spanish that assessed problem solving, achievement, and cognitive processing in children in first grade (n = 155), second grade (n = 129), and third grade (n = 110). The results were that (a) the executive component of WM predicted solution accuracy of word problems independent of first language and second language measures of vocabulary, reading, domain-specific knowledge (e.g., calculation, estimation), and short-term memory and (b) first language (Spanish) measures of the executive component of WM and magnitude comparisons were major predictors of math problem-solving accuracy in both languages. The results support the notion that the executive system of WM is a unique predictor of emerging bilingual children's math problem-solving accuracy in both languages.
本研究旨在确定个体在工作记忆（WM）和数学问题解决准确性方面的差异所涉及的认知过程，这些差异存在于双语儿童（英语学习者）中。在一年级（n=155）、二年级（n=129）和三年级（n=110）的儿童中，我们使用一系列的测试，在英语和西班牙语中评估了问题解决、成就和认知处理能力。结果表明：(a) WM 的执行成分可以预测单词问题的解决准确性，而不受第一语言和第二语言词汇、阅读、领域特定知识（例如计算、估计）以及短期记忆的衡量标准影响；(b) WM 的执行成分的第一语言（西班牙语）衡量标准以及数量比较是两种语言中数学问题解决准确性的主要预测因素。研究结果支持了 WM 的执行系统是双语儿童两种语言数学问题解决准确性的独特预测因素这一观点。
