Department of Behavioural Sciences and Learning, Linköping University , Linköping, Sweden.
Child Neuropsychol. 2020 Nov;26(8):1065-1090. doi: 10.1080/09297049.2020.1739259. Epub 2020 Mar 20.
This study investigated from a longitudinal retrospective perspective what characterizes and predicts 6th graders (M = 12.95, = 0.27) with low (LMA) or high (HMA) math achievement concerning the development of early domain-specific and domain-general cognitive abilities. They were examined and compared to average achievers ( = 88) at four-time points from kindergarten (M = 6.58, = 0.36) to third grade (M = 9.53, = 0.33). The LMA ( = 27) or HMA ( = 41) children exhibited persistent multi-weakness and multi-strength profiles, respectively, present already prior to formal schooling. The cognitive profiles of the two groups, and their development, were mostly qualitatively similar, but there were also important qualitative differences. Logistic regression analyzes showed that superior verbal arithmetic, logical reasoning, and executive functions are vital for developing superior mathematical skills while inferior verbal arithmetic, logical reasoning, and spatial processing ability constitute unique potential risk factors for low mathematical skills.
本研究从纵向回顾的角度出发，探讨了 6 年级学生（M=12.95，=0.27）中数学成绩较低（LMA）或较高（HMA）的特征和预测因素，这些学生在早期的领域特定和领域一般认知能力发展方面存在差异。研究人员在四个时间点（从幼儿园到三年级）对这些学生进行了测试，并与平均成绩（=88）的学生进行了比较。LMA（=27）或 HMA（=41）的学生在正式入学之前就表现出持久的多种弱势和多种强势的特征。这两个组的认知特征及其发展在很大程度上是相似的，但也存在一些重要的定性差异。逻辑回归分析表明，优秀的算术、逻辑推理和执行功能对于发展优秀的数学技能至关重要，而较差的算术、逻辑推理和空间处理能力则构成了数学技能较低的独特潜在风险因素。
