近似算术训练并不能提高三、四年级儿童的符号数学能力。
Approximate arithmetic training does not improve symbolic math in third and fourth grade children.
机构信息
Department of Psychology, University of Pennsylvania, USA.
Department of Psychology, University of Pennsylvania, USA; Department of Psychology, University of Wisconsin-Madison, USA.
出版信息
Trends Neurosci Educ. 2021 Mar;22:100149. doi: 10.1016/j.tine.2021.100149. Epub 2021 Jan 20.
BACKGROUND
Prior studies reported that practice playing an approximate arithmetic game improved symbolic math performance relative to active control groups in adults and preschool children (e.g. Park & Brannon, 2013, 2014; Park et al., 2016; Szkudlarek & Brannon, 2018). However, Szkudlarek, Park and Brannon (2021) recently failed to replicate those findings in adults. Here we test whether approximate arithmetic training yields benefits in elementary school children who have intermediate knowledge of arithmetic.
METHOD
We conducted a randomized controlled trial with a pre and post-test design to compare the effects of approximate arithmetic training and visuo-spatial working memory training on standardized math performance in third and fourth grade children.
RESULTS
We found that approximate arithmetic training did not yield any significant gains on standardized measures of symbolic math performance.
CONCLUSION
A Bayesian analysis supports the conclusion that approximate arithmetic provides no benefits for symbolic math performance.
背景
先前的研究报告表明，对于成年人和学龄前儿童来说，练习玩近似算术游戏相对于积极对照组而言，能提高符号数学表现（例如，Park & Brannon，2013，2014；Park 等人，2016；Szkudlarek & Brannon，2018）。然而，Szkudlarek、Park 和 Brannon（2021）最近在成年人中未能复制这些发现。在这里，我们测试近似算术训练是否会对具有中等算术知识的小学生带来益处。
方法
我们进行了一项随机对照试验，采用前后测试设计，比较近似算术训练和视空间工作记忆训练对三、四年级儿童标准化数学表现的影响。
结果
我们发现，近似算术训练并未在符号数学表现的标准化测量上产生任何显著的增益。
结论
贝叶斯分析支持这样的结论，即近似算术对符号数学表现没有任何益处。
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