Centre for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium.
Parenting and Special Education, KU Leuven, Leuven, Belgium.
Child Dev. 2024 Nov-Dec;95(6):2062-2081. doi: 10.1111/cdev.14140. Epub 2024 Jul 29.
This 5-year longitudinal study examined whether high mathematics achievers in primary school had cognitive advantages before entering formal education. High mathematics achievement was defined as performing above Pc 90 in Grades 1 and 3. The predominantly White sample (M in preschool: 64 months) included 31 high achievers (12 girls) and 114 average achievers (63 girls). We measured children's early numerical abilities, complex mathematical abilities, and general cognitive abilities in preschool (2017). High mathematics achievers had advantages on most tasks in preschool (ds > 0.62). Number order, numeral recognition, and proportional reasoning were unique predictors of belonging to the high-achieving group in primary school. This study shows that the cognitive advantages of high mathematics achievement are already observed in preschool.
这项为期 5 年的纵向研究考察了小学生中数学成绩优异者在进入正规教育之前是否具有认知优势。高数学成就的定义是在 1 年级和 3 年级的成绩超过 Pc 90。主要由白人组成的样本（学前 M：64 个月）包括 31 名高成就者（12 名女孩）和 114 名平均成就者（63 名女孩）。我们在 2017 年测量了儿童在学前阶段的早期数字能力、复杂数学能力和一般认知能力。高成就者在学前阶段的大多数任务上都有优势（d 值>0.62）。数字顺序、数字识别和比例推理是在小学中属于高成就组的独特预测指标。本研究表明，高数学成就的认知优势在学前阶段就已经显现出来了。
