学业成就与认知能力的发展：双向视角
The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective.
作者信息
Peng Peng, Kievit Rogier A
机构信息
The University of Texas at Austin.
MRC Cognition and Brain Sciences Unit, University of Cambridge.
出版信息
Child Dev Perspect. 2020 Mar;14(1):15-20. doi: 10.1111/cdep.12352. Epub 2020 Jan 27.
Abstract
Developing academic skills and cognitive abilities is critical for children's development. In this article, we review evidence from recent research on the bidirectional relations between academic achievement and cognitive abilities. Our findings suggest that (a) reading/mathematics and cognitive abilities (i.e., working memory, reasoning, and executive function) predict each other in development, (b) direct academic instruction positively affects the development of reasoning, and (c) such bidirectional relations between cognitive abilities and academic achievement seem weaker among children with disadvantages (e.g., those with special needs or low socioeconomic status). Together, these findings are in line with the theory of mutualism and the transactional model. They suggest that sustained and high-quality schooling and education directly foster children's academic and cognitive development, and may indirectly affect academic and cognitive development by triggering cognitive-academic bidirectionality.
摘要
培养学术技能和认知能力对儿童的发展至关重要。在本文中，我们回顾了近期关于学业成就与认知能力之间双向关系的研究证据。我们的研究结果表明：（a）阅读/数学与认知能力（即工作记忆、推理和执行功能）在发展过程中相互预测；（b）直接的学术指导对推理能力的发展有积极影响；（c）在处于劣势的儿童（如那些有特殊需求或社会经济地位较低的儿童）中，认知能力与学业成就之间的这种双向关系似乎较弱。总体而言，这些研究结果与共生理论和Transactional模型一致。它们表明，持续的高质量学校教育直接促进儿童的学术和认知发展，并可能通过引发认知-学术双向性间接影响学术和认知发展。
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