算术应用题解决中与语言相关的纵向预测因素：一种结构方程建模方法。
Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach.
作者信息
Spencer Mercedes, Fuchs Lynn S, Fuchs Douglas
机构信息
Vanderbilt University.
出版信息
Contemp Educ Psychol. 2020 Jan;60. doi: 10.1016/j.cedpsych.2019.101825. Epub 2019 Nov 26.
Abstract
We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10 to 9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language, and word reading fluency measured at second grade were associated with performance on measures of word-problem solving in fourth grade. Results indicated that prior word-problem solving, computation skill, nonverbal reasoning, and oral language were significantly associated with children's later word-problem solving. Multi-group modeling suggested that these relations were not significantly different for boys versus girls. Implications of these findings are discussed.
摘要
我们对340名儿童（6.10至9.02岁）的认知技能，特别是与语言相关的技能和解决文字问题的能力之间的纵向关系进行了研究。我们使用结构方程模型来检验二年级时测量的解决文字问题能力、计算技能、工作记忆、非语言推理、口语和单词阅读流畅性是否与四年级时解决文字问题的能力相关。结果表明，之前的解决文字问题能力、计算技能、非语言推理和口语与儿童后期解决文字问题的能力显著相关。多组模型表明，这些关系在男孩和女孩之间没有显著差异。我们讨论了这些发现的意义。
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