Department of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Psychological Institute of Russian Academy of Education, Moscow, Russia.
PLoS One. 2020 Feb 11;15(2):e0228960. doi: 10.1371/journal.pone.0228960. eCollection 2020.
In this study, we aimed to compare developmental changes in nonsymbolic and symbolic magnitude representations across the elementary school years. For this aim, we used a four-wave longitudinal study with a one-year interval in schoolchildren in grades 1-4 in Russia and Kyrgyzstan (N = 490, mean age was 7.65 years at grade 1). The results of mixed-effects growth models revealed that growth in the precision of symbolic representation was larger than in the nonsymbolic representation. Moreover, growth in nonsymbolic representation was fully explained by growth in fluid intelligence (FI), visuospatial working memory (VSWM) and processing speed (PS). The analysis demonstrated that growth in nonsymbolic magnitude representation was significant only for pupils with a high level of FI and PS, whereas growth in precision of symbolic representation did not significantly vary across pupils with different levels of FI or VSWM.
在这项研究中，我们旨在比较整个小学阶段非符号和符号数量表示的发展变化。为此，我们在俄罗斯和吉尔吉斯斯坦的 1 至 4 年级的小学生中进行了一项为期四年、每学年间隔一次的纵向研究（N=490，一年级时的平均年龄为 7.65 岁）。混合效应增长模型的结果表明，符号表示的精度增长大于非符号表示。此外，非符号表示的增长完全可以由流体智力（FI）、视空间工作记忆（VSWM）和加工速度（PS）的增长来解释。分析表明，只有在 FI 和 PS 水平较高的学生中，非符号数量表示的增长才具有显著性，而符号表示精度的增长在 FI 或 VSWM 水平不同的学生中并没有显著变化。
