Wijns Nore, Verschaffel Lieven, De Smedt Bert, Torbeyns Joke
Centre for Instructional Psychology and Technology.
Parenting and Special Education Research Unit.
Child Dev. 2021 Jul;92(4):1354-1368. doi: 10.1111/cdev.13490. Epub 2021 Jan 4.
The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross-lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills.
本研究旨在分析重复模式、增长模式与数字能力之间关联的方向。研究参与者为410名儿童，他们在4岁、5岁和6岁（即2017年、2018年和2019年春季）时每年接受重复模式、增长模式和数字能力的评估。一个交叉滞后面板模型在考虑空间技能的情况下，确定了4至5岁时所有这三种能力之间的双向关联。从5至6岁，两种模式能力都能预测后期的数字能力，但反之则不再成立。两种模式类型表现之间的关联也消失了。研究结果突出了重复模式、增长模式与数字能力之间独特的关联，这种关联独立于空间技能之外。
