Poletti Céline, Krenger Marie, Dupont-Boime Justine, Thevenot Catherine
Institute of Psychology, University of Lausanne, 1015 Lausanne, Switzerland.
Psychology Section, University of Geneva, 1205 Geneva, Switzerland.
Children (Basel). 2022 Jan 20;9(2):132. doi: 10.3390/children9020132.
In this longitudinal study, we aimed at determining whether children who efficiently use finger counting are more likely to develop internalized arithmetic strategies than children who are less efficient. More precisely, we analyzed the behavior of 24 kindergarteners aged between 5 and 6 years who used their fingers to solve addition problems, and we were interested in determining the evolution of their finger counting strategies towards mental strategies after 2 years (Grade 2). Our results show that kindergarteners who were the most proficient in calculating on fingers were the more likely to have abandoned this strategy in Grade 2. This shows that the use of efficient finger counting strategies early during development optimizes the shift to mental strategies later on during school years. Moreover, children who still use their fingers to solve additions in Grade 2 present lower working memory capacities than children who had already abandoned this strategy.
在这项纵向研究中，我们旨在确定与效率较低的儿童相比，能够高效使用手指计数的儿童是否更有可能形成内化的算术策略。更确切地说，我们分析了24名5至6岁使用手指解决加法问题的幼儿园儿童的行为，并对确定他们在两年后（二年级）手指计数策略向心算策略的演变感兴趣。我们的结果表明，在手指计算方面最熟练的幼儿园儿童在二年级时更有可能放弃这种策略。这表明在发展早期使用高效的手指计数策略可优化在学年后期向心算策略的转变。此外，在二年级仍用手指解决加法问题的儿童，其工作记忆能力低于那些已经放弃这种策略的儿童。
