儿童数学表现中视觉和空间工作记忆的差异关系。
The differential relationship between visual and spatial working memory in children's mathematics performance.
机构信息
The Seymour Fox School of Education, The Hebrew University of Jerusalem, Israel, Mount Scopus.
The Seymour Fox School of Education, The Hebrew University of Jerusalem, Israel, Mount Scopus.
出版信息
Trends Neurosci Educ. 2022 Dec;29:100188. doi: 10.1016/j.tine.2022.100188. Epub 2022 Sep 16.
BACKGROUND
Previous research suggests that visuospatial working memory (WM) is a unique predictor of mathematics. However, evidence from neuropsychology and cognitive studies suggests dissociations between visual and spatial WM.
PROCEDURE
We examined the differential relationships between visual and spatial WM with mathematics using a new task that 1) utilized the same paradigm across visual and spatial tasks and 2) required executive WM.
MAIN FINDINGS
We found that our new spatial WM task related to mathematics scores while visual WM did not. Spatial WM related to mathematics scores for fourth-graders and not second graders, consistent with previous findings on the relationship between spatial skills and mathematics as mathematics becomes more complex. No relationship was found between spatial WM and reading scores at either grade level.
CONCLUSIONS
Our results highlight the dynamic relationship between WM components and mathematics over the elementary school years and suggest that spatial WM is a unique predictor of mathematics starting from middle childhood.
背景
先前的研究表明，视觉空间工作记忆（WM）是数学的独特预测因子。然而，神经心理学和认知研究的证据表明，视觉和空间 WM 之间存在分离。
过程
我们使用一种新的任务，考察了视觉和空间 WM 与数学之间的差异关系，该任务 1）在视觉和空间任务中使用相同的范式，2）需要执行 WM。
主要发现
我们发现，我们的新空间 WM 任务与数学成绩相关，而视觉 WM 则不相关。空间 WM 与四年级学生的数学成绩相关，而与二年级学生的数学成绩不相关，这与空间技能与数学之间的关系的先前发现一致，因为数学变得更加复杂。在任何年级水平上，空间 WM 与阅读成绩之间均无关系。
结论
我们的结果强调了整个小学阶段 WM 成分与数学之间的动态关系，并表明空间 WM 是从中等童年开始对数学的独特预测因子。
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