Tikhomirova Tatiana N, Malykh Artem S, Lysenkova Irina A, Malykh Sergey B
Lomonosov Moscow State University, Moscow, Russia.
Psychological Institute of Russian Academy of Education, Moscow, Russia.
Psychol Russ. 2021 Sep 25;14(4):94-110. doi: 10.11621/pir.2021.0407. eCollection 2021.
The cognitive predictors of academic achievement are associated both with basic cognitive abilities such as the information processing speed, number sense and visuospatial working memory, as well as with general ability including nonverbal intelligence. However, the ratio between cognitive development and school achievement can depend on sociocultural conditions.
The results of a cross-cultural analysis of the relationship between cognitive development and academic achievement during primary education are presented. The analysis was conducted sampling schoolchildren from Russia and Kyrgyzstan, two countries that have a similar organization of the national education system but differ in the level of socioeconomic development.
The study involved 732 schoolchildren aged 7.7 to 11.8 years studying in Russia and Kyrgyzstan. Information processing speed, visuospatial working memory, and number sense were assessed using each of "Choice Reaction Time," "Corsi Block-Tapping Test," and "Number Sense" computerized tests.
According to the results, empirical data in both samples show that a model where in information processing speed signifies basic cognitive ability is a key predictor of nonverbal intelligence, working memory, and number sense, and each of these may contribute to individual differences in academic achievement. Notwithstanding the universality of this model, cross-cultural differences were seen to engender a reduction of schoolchildren's academic achievements, given possible impacts of less favorable educational conditions.
In the relationship between cognitive abilities and academic success at the primary school education, there are both similarities and differences between schoolchildren studying in Russia and Kyrgyzstan.
学业成就的认知预测因素既与基本认知能力相关，如信息处理速度、数字感和视觉空间工作记忆，也与包括非言语智力在内的一般能力相关。然而，认知发展与学业成绩之间的比例可能取决于社会文化条件。
呈现对小学教育阶段认知发展与学业成就之间关系的跨文化分析结果。该分析选取了俄罗斯和吉尔吉斯斯坦的学童作为样本，这两个国家的国民教育体系组织形式相似，但社会经济发展水平不同。
该研究涉及732名年龄在7.7至11.8岁之间、在俄罗斯和吉尔吉斯斯坦学习的学童。使用“选择反应时”“科西块敲击测试”和“数字感”计算机化测试分别评估信息处理速度、视觉空间工作记忆和数字感。
根据结果，两个样本中的实证数据均表明，信息处理速度代表基本认知能力的模型是非言语智力、工作记忆和数字感的关键预测因素，且这些因素各自可能导致学业成就的个体差异。尽管该模型具有普遍性，但考虑到不利教育条件的可能影响，跨文化差异被认为会导致学童学业成绩下降。
在小学教育阶段认知能力与学业成功的关系中，俄罗斯和吉尔吉斯斯坦的学童之间既有相似之处，也有不同之处。
