Scalise Nicole R, Daubert Emily N, Ramani Geetha B
University of Maryland, College Park.
Rutgers University, Newark.
J Exp Educ. 2020;88(2):200-220. doi: 10.1080/00220973.2019.1581721. Epub 2019 Apr 15.
Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children's numerical and executive functioning skills. Low-income preschoolers (N=76) were randomly assigned to play a numerical magnitude comparison card game, a numerical memory and matching card game, or a shape and color matching card game across four 15-minute sessions. Child who played either of the numerical games improved their numeral identification skills, while only children who played the numerical magnitude comparison game improved their symbolic magnitude comparison skills. These improvements were maintained eight weeks later. The results suggest that a brief, low-cost intervention can successfully improve the numerical skills of low-income children.
低收入家庭的学龄前儿童在早期数字技能测试中的平均表现低于中等收入家庭的儿童。本研究考察了数字纸牌游戏在提高儿童数字和执行功能技能方面的有效性。低收入家庭的学龄前儿童（N = 76）被随机分配，在四个15分钟的时段内分别玩数字大小比较纸牌游戏、数字记忆与匹配纸牌游戏或形状与颜色匹配纸牌游戏。玩任何一种数字游戏的儿童都提高了他们的数字识别技能，而只有玩数字大小比较游戏的儿童提高了他们的符号大小比较技能。这些进步在八周后依然保持。结果表明，一种简短、低成本的干预措施能够成功提高低收入儿童的数字技能。
