Liu Kaichun, Huang Xiaohan, Yang Xiujie
Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Beijing Normal University, Beijing, 100875, China.
Cogn Process. 2023 Nov;24(4):563-574. doi: 10.1007/s10339-023-01145-1. Epub 2023 Jul 10.
Geometric knowledge is one of the important mathematical skills acquired by children at a young age and is a major area of future mathematical learning; however, there is no direct research on the factors influencing kindergarteners' early geometric knowledge. The pathways model to mathematics was modified to examine the cognitive mechanisms underlying geometric knowledge in Chinese kindergarten children aged 5-7 (n = 99). Quantitative knowledge, visual-spatial processing, and linguistic abilities were stepped into hierarchical multiple regression models. The results revealed that after age, sex, and nonverbal intelligence were statistically controlled, visual perception, phonological awareness, and rapid automatized naming in linguistic abilities significantly predicted the variation in geometric knowledge. For quantitative knowledge, neither dot comparison nor number comparison test could be a significant precursor of geometry skills. The findings indicate that visual perception and linguistic abilities, not quantitative knowledge, account for the geometric knowledge of kindergarten children.
几何知识是儿童在幼年时期获得的重要数学技能之一，也是未来数学学习的一个主要领域；然而，目前尚无关于影响幼儿园儿童早期几何知识的因素的直接研究。对数学学习的路径模型进行了修改，以检验5至7岁中国幼儿园儿童（n = 99）几何知识背后的认知机制。将定量知识、视觉空间处理能力和语言能力纳入分层多元回归模型。结果显示，在对年龄、性别和非言语智力进行统计控制后，语言能力中的视觉感知、语音意识和快速自动命名显著预测了几何知识的变化。对于定量知识，点数比较和数字比较测试均不能成为几何技能的重要预测指标。研究结果表明，幼儿园儿童的几何知识是由视觉感知和语言能力而非定量知识决定的。
