Educational Psychology, Graduate School of Education, University of California, Riverside, Riverside, CA 92521, USA; Education Psychology, College of Education and Human Sciences, University of New Mexico, Albuquerque, NM 87131, USA.
Education Psychology, College of Education and Human Sciences, University of New Mexico, Albuquerque, NM 87131, USA.
J Exp Child Psychol. 2021 Jan;201:104988. doi: 10.1016/j.jecp.2020.104988. Epub 2020 Sep 21.
An area of mathematics found to be difficult for emergent bilingual children whose first language (L1) is Spanish in the United States is solving mathematical word problems. The purpose of this study was to determine the relationship between growth in the executive component of working memory (WM) and growth in mathematical word-problem solving in children whose L1 is Spanish. Elementary school children (Grades 1, 2, and 3) were administered a battery of mathematical, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, and WM) in both Spanish (L1) and English (second language [L2]) in Year 1 and again 1 year later. Multilevel growth modeling showed that growth in WM significantly predicted growth in L1 and L2 mathematical word-problem solving. Furthermore, the contributions of WM to mathematical word-problem-solving growth in both L1 and L2 were independent of language skills in vocabulary, reading, estimation, naming speed, inhibition, STM, and calculation. Overall, the results suggest that the mental activities that underlie WM play a significant role in predictions of L1 and L2 mathematical word-problem-solving accuracy.
在美国，对于以西班牙语为第一语言（L1）的新兴双语儿童来说，数学领域的一个难点是解决数学应用题。本研究的目的是确定以西班牙语为母语的儿童工作记忆（WM）执行成分的增长与数学应用题解决能力增长之间的关系。在第 1 年和 1 年后，小学儿童（1 年级、2 年级和 3 年级）分别接受了西班牙语（L1）和英语（第二语言 [L2]）的一系列数学、词汇、阅读和认知测试（短期记忆 [STM]、抑制和 WM）。多层次增长模型显示，WM 的增长显著预测了 L1 和 L2 数学应用题解决能力的增长。此外，WM 对 L1 和 L2 中数学应用题解决能力增长的贡献独立于词汇、阅读、估计、命名速度、抑制、STM 和计算等语言技能。总的来说，研究结果表明，WM 所依赖的心理活动在 L1 和 L2 数学应用题解决准确性的预测中起着重要作用。
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